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N'OTES 



AITI^D ^T'lTBS ?){I5T0RY, 



TO ACCOMPANY THE 



COURSE OF STUDT 



T 



FOR THE 



COMMON SCHOOLS OP ILLINOIS. 



/- 



-BY— 

GEO. W. ^MITH, M. A., 

DEPARTMENT OF HISTORY, STATE NORMAL. 
CARBONDALE, ILLINOIS. 



TAYLORVILLE, ILL.: 

SCHOOL NEWS PRINT, C. M. PARKER, PUBLISHER, 

1899. 



"/Gr.VC . 




41365 
4+HHr 



COPYRIGHT, 1899, 

BY 

C. M. PARKER. 



»« Jwrtrf^iES Rfcw..|i,»|.. 



V ^ 



(( Cu>7 1899 
X.^]^ of coy^ ^i^ 






PREFATORY NOTE. 



This little volume is in no sense to be considered a History of 
the United States. It is intended to accompany the Course of Study 
for the Public Schools of Illinois. The matter is largely a reprint 
of the articles on the Course in History which have been running in 
The School News for the past two years. The receipt of many kind 
expressions from teachers in this and adjoining states, relative to 
these articles, has led to the belief that these notes on the Course 
in History might be further useful if put in book form. 

The plan of the book will readily suggest itself to the teacher. 
Part I. takes up the work of the Seventh Grade. The year's work 
is divided into eight sectioilB^ . The course for each month is followed 
by notes, suggestions, and inlormatioft which it is hoped will be 
found helpful to teachers in the preparation of their daily lessons. 
Part II. deals with the work of the Eighth Grade in a similar man- 
ner. At the close of Part II. is found a general review of the two 
years" work. 






INTRODUCTION. 



The value of the study of history, when properly pursued, can- 
not be overestimated. It deals with the highest and noblest thought 
of the race as manifested in the organization of the institutions which 
so widely separate civilized and progressive peoples from the uncivi- 
lized and uncultured races. No study is valuable either as an in- 
forming study or as a means of discipline which does not embody 
the highest thought of either God or man. This should be the test 
of every study in the course of instruction. For it is only as mind 
comes in contact with mind, either directly, as in instruction given 
by the teacher, or indirectly, as when mind is revealed in the con- 
tent of a subject, that there is any growth. 

God has revealed his mind to man, not only in the Bible, but in 
the rocks, the plants, the animals, the stars, and in man himself. 
This is why the physical sciences are so rich in content; they reveal 
the thought of God himself. 

The pai-ticular science has for its organizing principle some 
fundamental, idea which when comprehended reveals the highest 
thought of a master mind. The comprehension of this thought, and 
its proper application to the affairs of every-day life, is one of the 
chief ends in all good systems of education. The mastery of the 
application of this fundamental principle, together with that of its 
sub-phases as seen in the particular phenomena or objects of study, 
is the work of the information side of an education. 

The disciplinary value of any study comes from an analysis of 
the relation of the individual to the general. Every particular 
which may be studied is in a greater or less degree the embodiment 
of the fundamental idea of the science; and here is the chief value 
of any study as a means of mental discipline. The mind must see 
in the particular that which is essential in the general. In this 
process we hold before the mind two objects and determine by com- 
parison and judgment their relation. This determination of rela- 
tionship between the individual and the general is the groundwork 
of classification. 

It often happens that a study is pursued with only one end in 
view — that is either as an informing study or as a disciplinary study. 

The power of any study as an uplifting influence depends 
[)rimarily upon the grade of thought embodied therein, and second- 



6 INTROnrCTIOX. 

arily upon our suc-cess in interpreting and ap[)ropriating its content. 

Judged by the two standards — information and discipline — the 
study of history ouglit to take high rank. 

Man is a social creature and in his efforts to work out his ideals 
there has been evolved the institutional life in which we tind our- 
selves to-day. Into this com})lex of institutional life the child of the 
nineteenth century civilization is born. This child must soon take 
his ])lace in the on-going of the machinery which is destined to 
reach higher results than any yet attained. The sooner the child 
may know what has already been accomplished, the sooner he may 
adjust himself to the work which still remains to be performed. 
Surely when we talk of the value of information studies we will not 
underestimate the value of that information which is the basis of 
our future lives in a world so complex and real as the one in which 
we live. The study of the history of the past will reveal the pur- 
posed activities of the race in its struggle in working out its highest 
ideal — that of universal freedom in the fullest meaning of that term. 
History is therefore a very practical study for it at once becomes a 
source of guidance. To knoir what has been accomplished and 
what remains to be accomplished is without doubt very valuable 
informatit)n. This phase of historical study has been fairly well 
understood by teachers and very valuable results have been obtained. 

The other phase of history, however, has not received its legiti- 
mate share of emphasis in the past. History takes high rank as a 
disciplinary study. From the scientific stand})oint it admits of most 
perfect organization — that is to say, it has its fundamental and 
essential thought in terms of which every event worthy of study may 
be interpreted. This fundamental idea is the yroirf/i of institutional 
life. Every indiindual event which we tind in our texts is vitally 
connected with this nnirersal This relation between the individual 
event, as for example the origin of representative government in 
Virginia, and the organizing thought or princi[)le — namely, the 
growth of institutional life, must be discovered before the event can 
be fully inter{)reted. The problem of working out the relation be- 
tween the individual and tlie general is no less a scientific process 
in history than it is in psychology or in astronomy. And let us 
remember that the process calls for the exercise of the highest 
mental faculties. In fact the process of interpreting and integra- 
ting hisforical nuiterial is a scientific process and will vicld the 
highest mental [)roduct8. 



PART i.— SEVENTH YEAK. 



"The study of history is the study of the progress of our race. 
History is interesting as a romance. It may not be as eccentric as 
fiction, but it is quite as entertaining, quite as stimulating to imagi- 
nation, and far more strengthening to memory and judgment. Its 
study cultivates the reason, making people wise and energetic. The 
education of the "heroic age" in every nation has been the recount- 
ing and the learning of the worthy, the noble, and inspiring words 
and works of its great men. In history, youth have ideals placed 
vividly before their vision, and they choose, according to their apti- 
tude, the best examples for their guidance and emulation. 

The course of human events is not one of uninterrupted prog- 
ress, and the helpful effect of a nation's intelligence and morality, 
and the disaster caused by its immorality may be read on every 
page. But the book and the teacher should not, by dwelling on the 
immorality too much, lift it into a degree of impcu'tance which would 
give it a respectability that would encourage its imitation by we^aker 
minds. 

Let the noble and elevating thoughts and deeds of our honored 
countrymen, whether expressed in daily life, in word, in invention, 
in the economic arts, or in the heroic struggles to secure and per- 
petuate the rights of men — grand, elevating achievements — be the 
subject-matter which the youth of our schools shall be encouraged 
to study in United States History. Let us study the things which 
promote peace and progress." — Prof. James Kirk. 

DIRECTIONS. 

1. It is the purpose of this course to present some central topics 
for each month. These topics are printed in bold-faced type at the 
extreme left. Thus, in the tirst month the topics are Preparatory 
Study and Discoveries. 

2. Under these central topics will be found sub- topics. These 
follow one another, mainly in chronological order. 

3. The summary presents the chief thoughts found in each 
month's work. These are the things to be fixed by drill. 

4. The reriew is intended to occupy about two days at the close 
of the month. 



8 PART I.— SEVENTH YEAR. 

5. The c.raminafion should occupy one day, and it may be 
oral — the pu])ils drawing well prei)ared questions — or written. If 
written, the |)U})il should have time to present a neat, well written 
paper. 

6. If maps are not at hand, the pupils should construct maps. 
Never teach a lesson without maps at hand. 

Alternation.— The history of the seventh and eighth years is planned to alternate. 
As this alternation began with the Course of 1894, the history of the eighth year should 
be taught during 1897-S, that of the seventh year during 1898-9, and so continue to 
alternate. 



SEVENTH YEAR— FIRST MONTH. 



FIRST MONTH. 

Preparatory Study.— Pupils should make a map of Europe, Asia, 
and Africa. On this map trace with colored pencil the commercial routes 
between western Europe and southern Asia. In addition to the matter 
found in the text, on the following subjects, the teacher will give carefully 
prepared talks on Crusades, Maritime enterprise, Marco Polo, Geograph- 
ical Knowledge. Northmen, Printing-press, Reformation, Revival of Learn- 
ing, Consolidation of Governments. Pupils will take notes on these talks 
and return the facts in either the oral recitation or written exercises. 
Trace on the map the career of Columbus from his birth in Genoa to his 
departure from Palos. 

Discoveries.— Pupils should make a map of the Atlantic Ocean with 
the eastern coast of the Americas and the western coast of Europe and 
Africa. Show routes the Portuguese took to reach India. Trace Colum- 
bvis in his voj^ages from Spain to North and vSouth America. Explain the 
Pope's division of the world. The Cabots first touch North America. 
The naming of America. 

Summary. — 1. Commercial activity of western Europe. 2. Social, 
political, and religious condition of western Europe. 3. Columbus's 
preparation for his great undertaking. 4. Rivalry between Spain and 
Portugal. 5. England's lethargy and awakening. 

Review. 

Examination. 

NOTES ON THE FIItST MONTH's WOEK. 

We are now to begin the study of the history of the United 
States in a more thorough, systematic way than we have heretofore 
done in the lower grades. We must think more, interpret more, 
compare more, than we have yet done. We must call to our aid our 
general knowledge of the relation of cause and effect; have before 
our vision more complex relationships; be able to separate the essen- 
tial from the incidental; and l)e able to understand that history, if 
valuable at all as a school study, must be presented in such a way 
as to atfect the intellect, the emotion, and the will. 

History teaching which simply touches the knowing side of the 
child's life is only a part of what it should be. However, if the 
teaching of history from the knowledge side is properly done, it 
will be impossible to prevent the emotional nature of the child from 
being affected, and we may go further and say that from these two 
conditions comes the third result. That is, if the teaching is such 
that the knowledge side is properly built up, and the feelings deeply 
touched, the will will be strengthened and thus the full, round pur- 
pose of study and teaching will be realized — nauiely. the symmet- 
rical development of the spiritual life of the child. 

Bear in mind that learning history does not consist in learning 
strings of dates, nor in memorizing and reciting the text word for 



10 SEVENTH YEAR— FIRST MONTH. 

word. But it does consist in tliscovrring that all the conscious 
activities of civilized people are the expression of a fundamental law 
of their intellectual, spiritual, and i)hysical being. This underlying 
law reveals itself in the race in live [)hHses, each pr(jminent according 
as the race is affected by environment, heredity, or necessity, or any 
two. or all of them. Each phase of this life of the race expresses 
itself in an outward form, called an institution. It folhnvs that 
there are five institutions. And it is the activities of the race in 
establishing and maintaining these five institutions that constitute 
the outer forms of the subject matter of history. Every conscious 
activity must be interpreted in order to determine its content — the 
thought and feeling and pur[)ose in the. mind of the one whose 
activity we study. 

With these thoughts in mind, let us go to the work of the year 
with a high purpose that we will bring to the study our clearest 
thoughts, our tenderest sympathies, and our highest I'esolves to the 
end that we may accomplish that which will make us happier chil- 
dren, better citizens, and more useful to the day and geuerati(jn in 
which we live. 



There may be some danger in emphasizing European antece- 
dent conditions to United States history, but one would better err 
on this side than on the other — that of not giving enough attention 
to the life of that people and its surroundings, out of which sprang 
our very being. The teacher at least should know enough European 
history of the date, and for a time preceding the date, of the dis- 
covery of Amcfica, to enable him to give orally to the clarJS a fuller 
explanation than is found in our ordinary text-books. 

Either have a wall map, or sketch upon the blackboard the 
geography which will enable you to show the two r lUtes of travel 
between the Mediterranean cities and the East India trade-centers. 
These tw© routes should be traced on the map and then recited 
without reference to the map. One of these went through the 
^or^'an Sea, Strait of Dardanelles, Sea of Marmora, Strait of Bospo- 
rus, into the Blac-k Sea, and by caravan route across to the Caspian 
Sea, and further by caravan to the trade-centers of the east. The 
other route went across the Mediterranean, from the European sea- 
ports to the mouth of the Nile, up the Nile to a point op[)osite the 
Red Sea. across this part of Africa to the Red Sea, out of the Red 
Sea into the Arabian Sea, and eastward across tbe Indian Ocean to 
the Indies. 

There were two rival cities on the Mediterranean coast and both 
were Italian cities. These were Venice and Genoa, (xenoa used 
the route througli the B'ack Sea, while Venice us^nl the route up 



SEVENTH YEAR— FIRST MONTH. 11 

the Nile and across to the Red Sea. These cities had grown rich 
by reason of the trade they carried on with the far eastern cities 
and countries. 

In 1453 Constantinople fell into the hands of the Turks, who 
refused the further use of the passage into the Black sea to the 
Genoese merchants. Shut out from the rich trade of the east in 
this way the restless people of Genoa began to cast about for some 
other route to reach the east. This restlessness of the Genoese 
people partly explains the intense desire of Columbus to try a scheme 
which was in his mind, that of reaching the Indies by an all-water 
route — that is by sailing westward. In order partly to account for 
this desire to reach the east we find in most of our texts references 
to such subjects as the Crusades, Maritime Enterprise, Marco Polo, 
etc. These subjects are introduced to show how the mind was 
reaching out and the etf'ect which a little knowledge has in stimu- 
ulating the mind to wish to know more. 

In the Course of Study for this month the teacher is asked to 
give to the pupils short talks upon these topics. The purpose is to 
enable the teacher to prepare himself to su[)plement the text by such 
explanations as will put life into the terse statements in the text. 

The Crusades allowed [)eople of western Europe to visit the 
regions at the east end of the Mediterranean and adjacent countries 
and to discover many facts which were contrary to the prevailing 
notions concerning those eastern people. European people learned 
that wdiile the Turks were a savage, war- like, and heathen people, 
yet they were in possession of much knowledge which would be of 
service to western Europe. They were not only a scientific people, 
but were skilled in the arts. By the Crusades these scientific prin- 
ciples and this art were carried to western Europe and soon bore 
fruit in the desire to know more, not only of this particular people, 
but of the world at large. 

Marco Polo was a Venetian traveler who visited the Khan of 
Tartary in the latter part of the thirteenth century. He acquired 
the languages of several tribes and in after years while engaged in 
war with the Genoese he was captured and held a prisoner in the 
city of Genoa. While a prisoner he wrote a history of his travels, 
and, the printing press coming into general use in a few decades, 
his book was generally read and a wonderful spirit of adventure 
created. This invention, the printing press, dates from 1450, and 
from that time to the date of Columbus's first trip were years of 
great activity in book-making. 

The Reformation also had a great tendency to set people to 
thinking of their bondage, and usually when people think they act. 
So it is not strange that this was an age of activity, and that a large 



12 vSEVIvNTH YEAR— I<IRST MONTH. 

share of this activity spent its foive in maritime enterprise. Sailors 
ventured farther and farther from land, and several new inventions 
and devices were brought forward which added to the interest 
already high in discoveries and explorations. 

During the latter part of the period called the Dark Ages, 
there were hundreds of little kingdoms, princi})alities, and j)rovinces, 
each with its crowned head and its complete system of sovereign rights 
and powers. There was much conflict, much temptation to go on 
expeditions of conquest, and a reckless disregard of the great mass 
of humanity. Out of this there sprang up a tendency toward con- 
solidation of government. In England Feudalism had run its 
course. The War of the Roses had nearly extinguished the nobility 
of the realm and the people had settled down to the belief in the 
safety of the country in the hands of the crown. The national feel- 
ing was growing and the discords and distractions which had so 
weakened the land were giving way to a spirit of nationalism. 

In France during the Feudal times there were not less than a 
dozen kingdoms, each with the machinery of state and ready at any 
time for alliances offensive or defensive. In Spain there were Leon, 
Castile, Navarre, Aragon, and many smaller countries. About the 
time of which we are now studying the two kingdoms of Castile and 
Aragon were united by the marriage of Ferdinand of Aragon to 
Isabella of Castile. The chief problem before them was the expul- 
sion of the Moors from the Kttle kingdom of Granada, which they 
accomplished in 1492. 

Lastly there was the Revival of Learning. During the Dark 
Ages learning was confined to the priests and monks. The whole 
purpose of education was to prepare young men for the work of the 
church. Dense ignorance prevailed among the masses of the jieo- 
ple. About the time of the downfall of Constantinople. 1453, 
many Greek scholars fled from that city and came into Italy and 
took refuge in the great cities. They brought with them many 
literary treasures, but especially their own culture. These Greek 
scholars became teachers and to them came the students of western 
Europe. Out of this grew that spirit of inquiry and investigation 
which resulted in the discovery of America. 

There has been a tendency in the writers of texts on history to 
create the impression that the idea of the rotundity of the earth was 
not held by very many people, or perhaps even worse, to make it 
a])pear that this idea burst full grown from the mind of Columbus. 
Either is an erroneous notion. It is true that the Catholic priests, 
and perhaps the Catholic teachers in the schools of that day. did not 
hold to the idea of the rotundity of the earth, but surely the notion 
was licld b\ maiiv men of a scientific luiii of mind. Strabo. a 



SEVENTH YEAR-FIRST MONTH. 13 

Roman geographer of 40 or ()0 years B. C , quotes Eratosthenes, a 
Greek writer, as follows: "'If the extent of the Atlantic Ocean were 
not an obstacle, we might easily pass by sea from Iberia (the penin- 
sula of Spain) to India, still keeping the same parallel, the remain- 
ing portion of which occupies more than a third of the whole circuit. 
But it is quite possible that in the temperate zone there may be two 
or even more habitable earths." It is further known that Arab and 
Christian writers through the Dark Ages believed the earth was 
round. And it is said that in the Revival of Learning, Greek litera- 
ture was full of the idea of the roundness of the earth. Besides, 
maps and globes made before the discovery by Columbus, show the 
earth as a sphere. Dr. Channing of Harvard says: "For a thousand 
years sage men believed the earth to be a ball and that Asia might 
be reached by sailing across the sea of darkness — the Atlantic." 

The foregoing brief account of the conditions in Europe at the 
time of the discovery of America by Columbus shows that from one 
poinit of view everything was favorable to the notion that India 
might be reached by sailing westward. Prince Henry of Portugal, 
in the early part of the fifteenth century, established an observatory 
at Cape St. Vincent, Portugal, and at the time Columbus was study- 
ing the problem in Italy he was attracted to this center of observa- 
tion and study. Columbus had married the daughter of an Italian 
navigator and thus came into possession of many charts, maps, and 
other articles belonging to a navigator's outfit. Columbus thus 
equipped offered his services to the king of Portugal. It is proba- 
ble that they would have been accepted but for the counter plotting 
of rival navigators. When Columbus discovered the true condition 
of things in Portugal he left for Spain, and in due time laid his 
plans before King Ferdinand and Queen Isabella. 

As was the custom under such circumstances, the king referred 
Columbus's plans to a council chiefly, if not altogether, made up of 
ecclesiastics. This council met at Salamanca, a university city of 
Spain in the northwest part of the country. Before this council of 
icisc men Columbus appeared with his charts, maps, and other 
equipments and explained with much care his plans for reaching 
India by a westward water route. After a careful examination of 
Columbus's plans the council decided that Columbus was of unsound 
mind, and so reported to the king and queen. 

But Columbus is not dejected. He turns his face toward 
France in the hope that here he might receive more favorable con- 
sideration. Footsore and weary, he stops at the little convent. La 
Rabida, to rest, and while here he is overtaken by messengers from 
his friends at the Spanish court, who inform him that the king and 



14 



SKVHNTH VICAR— FIRST MONTH. 



queen have been won over to his cause and are willin<j^ to e(|uip him 
for his journey across the Atlantic. 

His trip and discovery and his triumphant return to Spain, 
together with his subsecpient downfall, are well told in our school 
histories and need not be dwelt on here. 

You will remember that Portugal made all the discoveries along 
the west coast of Africa and had at this time made the route to the 
East Indies by water around the Cape of Good Hope known to the 
world. Portugal and Spain are now rivals. The pope had con- 
firmed to Portugal 
all the west coast of 
Africa and adjacent 
islands, and now that 
Spain has made dis- 
coveries of new lands 
she is anxious to have 
the pope recognize 
her rights to these 
lands. The pope 
draws a line north 
and south passing 
eleven hundred miles west of 
the Canaries. (The accom- 
panying map shows the posi- 
tion.) To Spain he gives 
every land on the west, an 
to Portugal he gives ever 
thing on the east. It thus ha 
pens that Portugal claimt 
Bi'azil and held it for many 
years. 

The fact that John Cabot 
made a voyage to the new world 
in 1407 in behalf of the English, 
is peihapsnot to be questioned; but the evidence is not so very plen- 
tiful. The importance of the Cabot voyages should not be under- 
estimated. The voyages were the basis of the English claim to 
territory, and from this resulted the occupancy of the most important 
l)elt of the North American continent by the Anglo-Saxon peoj)les, 
and this fact is (jf vital importance to the progress of institutional 
life in the New World. 

The story of the naming of America is not vitally important as 
historical matter, but it is very interesting and hence has some value. 
Americus Vespucius was probably a navigator with (^)lunlbus on 




MAP OF THE POPE'S DIVISION OF 
THE WORLD. 



vSEVENTH YEAR-FIRST MONTH. 15 

some of his voyages. In 1504 he wrote a description of his visit 
to the new world to a friend. This letter found its way to a teacher 
of geography in a little college in northeastern France. This 
teacher, Waldseemnller by name, wrote a little pami)hlet on geogra[)hy 
called Cosmcxjraph'Kr luffodncfio. In it he says there can be no 
objection to calling this country America. Here is the extract from 
his pamphlet: 

Nuc ^o 8ch^ partes funt latius Iufi:ratx/5«: alia 
quarca pars per Americu Vefputiucvt in fequeiirf 
bus audfetur )inuenta eft/qua non video cur qui's 
iure vececab Amerko inuentore fagacis ingcni) vi 
AmeriV ro Amerigen quafi Americi terra; fiuc Americam 
ca dicenda:cu 8c Europa SC Afia a mulieribus fua for 

tita fiiit nomina.Eius fitu 8C genns mores ex bis hi 
nis AmeTici nauigatiombus<juaE fequuntliqoide 
intelligi datur. 

Fatsimile of Passage In the Cosmogiyphiae Introdur^i" 

FAC SIMILE OF THE NAMING OF AMERICA. 

The following is a translation of the above: 

In Hart's Contemporaneous History we find this account ren- 
dered into English. It is as follows: 

;< * * * And the fourth part of the world having been dis- 
covered by Americus, it may be called Amerige; that is. the land of 
Americus or America. 

* * * N(jw truly, as these regions are more widely explored, 
and another fourth part is discovered, by Americus Vespucius, as 
may be learned from the following letters, I do not see why any 
one may justly forbid it to be named Amerige, that is Americ's 
Land, from Americus, the discoverer, a man of sagacious mind, or 
America, since both Europe and Asia derived their names from 
women.''' 

This month's work is not really American history, but it is 
closely related to our history, and for that reason should not be 
slighted Things are mastered — known — only in their relation, 
and we can not know United States history well until we see it in 
its relation to European history. 

The summary, in the Course of Study, for this month will form 
excellent topics for essay work. No better use could be made of 
pupils' time than to assign or allow pupils to select one of these 
topics for an essay. Let the pupil have access to all the books and 
other helps, only requiring that the essay shall be in his own lan- 
guage. 

I append ten questions or topics which, if worked out and good 



16 SIvVHXTII VHAR-FIRST MONTH. 

answers obtaiiunl. will be nil excellent test of the pupils" power to 
grasp the essential matter of the month's work. 

1. What are some of the conditions necessary to a high degree 
of civilization? Or what are the evidences of a high degree of 
civilization ? 

2. JState the comparative degrees of civilization in southern 
Europe, western Europe, northern Africa, and southern Asia in 141)2. 

3. What resemblances in natural conditions, favorable to civili- 
zation, in western Europe and eastern North America? 

4r. Give the arguments in favor of the theory that the ancients 
believed the earth to be round. 

5. Enumerate all the articles brought fi'om southern Asia to 
western Europe in the fifteenth century, and tell what was given in 
exchange for them. 

6. Show the work of the printing press in the discovery of 
America. 

7. Tell all you can of schools, colleges, and teaching a})out the 
end of the fifteenth century. 

8. Write the names of three Italians who made early voyages 
to America. 

9. Which of the following has been helped the most by the 
discovery of America : Home, church, government, education, or 
industries? Give reasons. 

10. Write in your own words a biography of Columbus. 



SEVENTH YEAR— SECOND MONTH. 17 



SECOND MONTH. 

Spanish Explorations and Discoveries.— Conquest and coloniza- 
tion of the West Indies. Ponce de Leon in Florida, Balboa and the South 
Sea. Narvaez's unfortunate expedition. De Soto's discovery. Conflict 
of the Spaniards with the Huguenots in Florida. Other Spanish explora- 
tions. 

English Explorations and Discoveries.— Review voyage of the 
Cabots. Why the English were inactive. Frobisher's search for north- 
west passage. Gilbert. Drake. Raleigh's attempts to settle Roanoke. 
The lost colony-. 

French Explorations and Discoveries.— Jean Ribault settles Port 
Royal under patronage of Admiral Coligny. Cartier's discovery. of the St. 
Lawrence. 

The New World.— (North America.) Its extent compared with 
European countries. Natural resources. Rivers, lakes, and coast inden- 
tations. Climate. Adaptation to occupancy by civilized man. Its inhab- 
itants. — Degree of civilization as indicated by cultivation of the soil; 
farming and other implements; domestic utensils; social and moral quali- 
ties; methods of warfare; religious notions; forms of government; num- 
ber, and tribal distinctions. 

Reflections. — Resulting good from Discovery of America. — In- 
crease of geographical knowledge. An outlet for European energy. 
Riches of the New World enhance progress in the Old. Leads to mastery 
of the science of navigation. Cheapened living for Eiiropean peasants. 
It led to the establishment of free governments. It resulted in the spread 
of Christianity. 

Summary. — 1. Spain's explorations were in the south. 2. Eng- 
land's, in the central eastern part. 3. France's, in the St. Lawrence 
Valley. 4. The New World as found by Europeans. 5. Reflections. 

Review. 

Examination. 

NOTES ON THE SECOND MONTH's WORK. 

Do not attempt to teach this month's work without a good map 
before you. It will not matter that the map is crude so it is truth- 
ful. The map may be sketched by the teacher on the board, or 
pupils may be required to make m.aps as they proceed. For the 
purpose of facilitating this work several publishing houses have 
prepared skeleton maps which may be had for trifling outlay. Then 
as you trace the discoveries by various nations the child may see 
direction and relative position, and in this way may be able to build 
into his mind a correct mental image of the form side of historical 
matter. 

Columbus evidently landed on some of the Bahama Islands. 
It is also pretty certain he sailed south and touched the northern 
coast of Cuba. From here he proceeded to the Island of Santo 
Domingo, or Espanola — Little Spain. Here the largest of the three 



18 



SEVENTH YEAR— SECOND MONTH. 



ships was wrecked, ami from the tiuihers of the wrecked vessel 
Columbus built a small fort and left a small garrison to hold the 
country for Spain while Columbus himself returned to the king and 
queen who had become the owners of a new world. He landed at 
Barcelona, where it seems the king and queen met him and gave 
him a royal welcome. 

In his second voyage he revisited the islands of the West 
Indies. He examined the southern coast of Culja, going as far west 
as the western end but not rounding the point, and so not discover- 
ing that Cuba is an island. He made two other voyages to the New 
World, in the tirst of which he visited the coast of South America 
and in the latter the coast of Central America. 

In 1"")()8 it was discovered that Cuba is an island, and its con- 
quest soon followed and the na- 
tives reduced to servitude. A 
similar fate soon befell the other 
islands and their inhabitants. 

The Spaniards were not long 
in discovering that Cuba was 
adapted to the cultivation of sugar 
cane, rice, indigo, cotton, tobacco, 
Indian corn, and similar semi- 
tropical products. The inhab- 
itants were soon found incapable 
of performing the tasks that the 
Spaniards imposed, and expedi- 
tions were sent toward the main- 
land in search of other and 
stronger natives. In one of the 
expeditions Mexico was discov- 
ered by a crew that had been 
driven on the coast l)y storms. ^^''''^Sl.f'V'^ l^-^^'''\''.V''7-. . 

^ 1.11 1 trom McMaster s History of the I nited 

Its conquest was decided on and states, published by American Book Com- 

Hernando Cortez was assigned 

the task of its subjugation. For sucli a duty ht- seems to 
have been unusually well fitted. Four large cities in Cuba — 
Baracoa. Santiago. Batabano, and Havana— were soon founded, each 
with military governors and small military detachments. These 
cities soon became the centers from which expeditions were sent 
into the southern part of the United States, Mexico, Central 
America, and South America. From Hayti also went expeditions. 
One of these, commanded l)y Balboa, about 1518. cruised around 
till the Isthmus of Panama was reachetl. Here the natives reported 
a great body of water to the south. Balboa with a few brave follow- 




SEVENTH YEAR— SECOND MONTH. 19 

ers ascended the narrow ridge about where the Panama Canal is 
under construction, and from its highest points discovered the 
Pacific Ocean, which he called the South Sea, because he was look- 
ing south. 

De Leon's search for the fountain of youth is usually over- 
emphasized. His discovery merely showed how close the mainland 
was to the West India Islands, already occupied by the Spaniards. 
But Narvaez's expedition is important because out of it grew the 
Spanish claims to all southwestern North America. After wander- 
ing over what is now the states of western Georgia, Alabama, and 
Mississippi he came to the coast with the remnant of his followers 
and embarked on the gulf and was driven to the eastern coast of 
Texas. From here his men wandered across what is now Texas, and 
possibly New Mexico, and finally reached the Pacific coast of 
Mexico. The story which De Vaca, the only survivor of note, told 
of the country of the Pueblos induced the governor of Mexico to 
start that wonderful expedition, headed by Coronado, which pene- 
trated to the Platte country. From this expedition resulted the 
settlement at Santa Fe and the occupation of all this region by the 
Spaniards. A good government land map shows how many large 
land grants were made to Spanish noblemen by the home govern- 
ment. 

Following the example set by Narvaez. De Soto organized an 
expedition for the discovery and conquest of the mainland. Out of 
this came the discovery of the Mississippi River. This gave Spain 
a claim to the territory on both sides of the river, and is important 
because it is intimately connected with so much of the real history 
of the United States. 

Now these stories of Spanish explorations are valuable as his- 
torical matter for two reasons. First, they are attractive to young 
minds; each one has the Spirit of adventurous daring in it which 
appeals strongly to the imagination of the pupil. The adventure 
cannot be well followed without gaining much geographical knowl- 
edge. Second, each story should be interpreted — that is, the pupils 
with the help of the teacher must determine what is behind the out- 
ward facts as given in the text. This is the valuable part of the 
study. The motives in each case must be determined, the adapta- 
tion of means to ends considered, and what was realized of the 
original purposes and plans in each case estimated. What was the 
prevailing characteristic of the Spanish people as revealed in their 
treatment of the natives of Hayti and Cuba? Could the English 
nation have prosecuted the conquest of Mexico along the same lines 
as those the Spaniards followed? Have the Spaniards' character- 
istics changed since the conquest of Mexico? What lesson can the 



20 



SHVHXTH VKAR— SKCOXI) MONTH. 



seventh or eighth grade |)U[)il get from an honest efiPort at answering 
these questions? 

As early as 1524 the French king. Francis I., being jealous of 
the success of the Spaniards, and being a bitter foe of Charles V., 
of Spain, secured the help of an Italian navigator by the name of 
Verrazano. who was sent to the New Word for the purpose of secur- 
ing a foothold on the Atlantic coast. He coasted from northern 
Florida to the parallel of 50 degrees north. To this country he 
gave the name of New France. Eleven years later the French under 
Cartier laid claim to the St. Lawrence Valley and the Great Lakes. 




DE SOTO DISCOVERING THE MISSISSIPPI RIVER. 



Now we come to study some events which are very tragic. In 
France there was a class of people known as Huguenots, or French 
Protestants. They were opposed to the Catholic church. One of 
their leaders was Admiral Coligny, a man of great power. He 
desired very much to plant a colony in the New World where French 
Protestants might be free to set up a church and state to their own 
liking. 

In 15<>2 Jean Ribault sailed to New France to plant a colony. 
He discovered St. John's River on May day and so called it May 



SEVENTH YEAR-SECOND MONTH. 21 

Kiver. He went further north and began a settlement about where 
Port Royal, South Carolina, is and after leaving some soldiers to 
hold the country in the name of the French king, he returned to 
France for aid. Two years later Laudonniere returned, but not 
finding Ribault's soldiers, sailed south and began a settlement at the 
mouth of St. John's River. 

Some of these French settlers making their way to Cuba, re- 
ported the action of the French. In due time Manendez was sent 
to drive out the intruders. He found the French badly disorgan- 
ized, and after considerable maneuvering fell upon the helpless French 
and massacred nearly all. The French avenged the murder of their 
countrymen, l^ut never tried to make any more settlements on the 
coast in this region. 

The Spanish did not occu.py the site on St. John's River, but 
founded the city of St. Augustine, some twenty-five or thirty miles 
to the south. This city is the oldest settlement wdthin the present 
limits of the United States. 

Let us now see how England struggled to get a foothold in the 
New World. 

You will remember that the Cabots made voyages to the New 
World 1497-8. Upon these discoveries as a basis England laid 
claim to all the eastern coast of the present United States, from 
Florida to Labrador, extending across the continent to the "South 
Sea." But for nearly a century after the voyages of the Cabots, 
progress in England was seriously checked. This period covers 
the great English Reformation- — that is the establishment of the 
English Church. The struggle was carried on through several 
reigns, and the people had little time to think of explorations and 
colonizations. However, toward the close of the sixteenth century, 
after Elizabeth came on the English throne, there were new impulses 
to undertake sea voyages to the western world. 

Frobisher and Davis, two English sea captains, made voyages 
to the northern parts of North America in search of a '"northwest 
passage" to China and the East Indies. Then comes the voyage 
of that unfortunate, but God-fearing man, Sir Humphrey Gilbert. 
This was followed by voyages under the direction of Sir Walter 
Raleigh, who thought America worth settling, and who was the first 
Englishman who seems to have thought seriously about the matter. 
He sent out two men, Amidas and Barlowe, who seem to have re- 
turned to England with such glowing accounts of the region they 
visited that it was called Virginia, in honor of the queen's unmarried 
state. In 1585 Raleigh sent Sir Grenville and Ralph Lane to make 
a settlement in Virginia. The colony remained about a year and 
returned to England with Sir Francis Drake. In 1587 John White 



22 SEVENTH YEAR— SECOND MONTH. 

attempted to found a settlement, but be was obliged to return to 
England, and upon his return to his colony it was all gone. This 
is the "'Lost Colony". The English make no more serious etforts 
to settle till ItUlT. Notice the impulses in all of these cases; these 
are the true historic matter. 

We cannot resist the tem[)tation to make a short study of Drake 
and his voyages, although they do not have very close connection 
with United States history, However, an understanding of his 
work will reveal something of the s[)irit of the times. He was a 
bold navigator, an intense hater of Spain, a lover of wealth obtained 
by his own daring, and a loyal subject of the English sovereign. 
He made numerous voyages to the West Indies and visited the 
eastern coast of the New World from Virginia to Cape Horn. On 
one of his freebooting expeditions he rounded Cape Horn and ex- 
plored what is now California, Oregon, and Washington. From 
here he visited the East Indies and returned to England by the 
Cape of Good Hope in the year 1580. This visit by Drake to the 
Oregon country gave to England a claim to this region. In the 
first half of the present century England and the United States both 
claimed the Oregon country and their claims were settled by the 
treaty of 18-40. Drake called this country New Albion. 

History, it must be borne in mind, is the conscious effort of an 
enlightened people to realize itself in institutional life. The real 
history of the United States began only when there was a conscious 
effort to plant these institutions in the New World, and to Raleigh 
must be given the credit for the foresight which could see the 
wonderful possibilities which the New World presented. And 
although his efforts did not bear immediate fruit, yet they laid the 
basis of the later English activity in occupying the United States. 

The French had visited two widely separated portions of the 
United States. One was the vicinity near Florida and the other 
was in the St. Lawrence and Lake region. Their efforts at settle- 
ment near Florida have been recounted. It is simply needful that 
we remember that the French made permanent settlements to the 
north of us, for this will explain some obstacles to progress in our 
history later on. 

We have now studied the basis of the claims of the three Euro- 
pean nations destined to make history in the western world. And 
while these claims overlapped, yet there was a general understand- 
ing and acquiescence in the claims as shown by map on next pfige. 

The physical features of a region have much to do with the life 
of the people of that region. Call attention to the fact that the 
isothermals bend considerably to the south in crossing the Atlantic 
from western Europe to eastern North America. The annual iso- 



SEVENTH YEAR-SECOND MONTH. 



23 



therm of 40 degrees passes through Norway and Iceland and bends 
south to the St. Lawrence basin. The isotherm of 50 degrees 
passes through England and bends south till it enters the United 
States at Cape Cod. This was something the early explorers did 
not understand. They expected to find the same temperature in the 
same latitudes of western Europe and eastern North America. So 
it happened that several expeditions from the mild climates of west- 
ern Europe tried to make settlements in Greenland, Labrador, and 

Maine with disastrous 
results. 

Call attention to 
the inviting coast of 
the United States. 
Nowhere do great 
mountains come close 
to the coast. Good 
harbors are found 
plentifully scattered 
from Florida to Maine. Large 
rivers flow into these harbors, 
so that such ships as our 
early explorers used could 
run far up the rivers with ease. 
Then the country presented 
excellent timber; pines and 
oaks and other trees in great 
variety. Minerals were found 
in abundance, the soil was rich and 
in many places ready for occupation 
by the whites. Wild game was 
plentiful and the rivers and sea 
abounded in fish. This picture of a 
country apparently waiting for the 
magic touch of the master hand of 
MAP SHOWING CLAIMS TO TERRi- civilization, may be filled out by 

teacher and pupils, so that the 
eastern coast may be seen as a kind of stage upon which the 
great drama of modern civilization may be and is to he worked out. 
Under the head of Rejieciions in the Course of Study there is 
a kind of "preview." It is not expected that the pupils will see all 
that is there stated, but the teacher may, in a few minutes, at 
the proper time, show the children what wonderful results flowed 
from the discovery of the New World. Compare the growth in 
geographical knowledge, from 1492 to 1592, with all the accumu- 




24 vSIiVHXTH VKAR-vSIvCoXI) :vi()XTH. 

lations in geoii:raphical kiiowledcre of the world up to 14*.»2. In a 
few short years the shape of the earth has been proven. Maps, 
globes, and charts are to be found everywhere, and this begets a 
great desire to travel and seek honor in new discoveries and wealth 
in the natural riches of the newly discovered lands. 

The cheapening of food products in Europe is an item of no 
little value when it is remembered that the introduction of the potato 
and corn into the list of foods for western Europe greatly relieved 
the government and cities of the burden of caring for their very poor. 

The spread of Christianity should also be noted. See how rap- 
idlv Christianity has spread since the discovery of America. There 
is hardly an island of the sea where the gospel story has not gone, 
and along with this gospel has gone the desire to be free in order 
that one may work out his salvation, in all the lines of civilization, 
even though it must be done with fear and trembling. 

Let the pupils work out answers to these questions, presenting 
nothing that can not legitimately be called their own: 

1. On what grounds, if there are any. was Spain justified in 
taking possession of the West Indies and Central and South America? 

2. How do you account for Spain's loss of all this vast domain? 
"What lesson is to be drawn from the facts in the case? 

8. Why are the voyages of the Cabots considered of such great 
importance ? 

■4. Show on the globe that it is nearer from England to China 
to go first northwest, then west, and then southwest than to go over 
the earth in a straight line to China. 

5. What advantage to English claims was the conflict between 
the French and Spanish on St. John's River? 

6. Tell where this stanza may be found and what historical 
incident it describes: 

He sat upon the deck, 

The Book was in his hand; 
"Do not fear! Heaven is as near," 

He said, "by water as by land."' 

7. How do you account for the difference in annual temperature 
between western Europe and eastern United States in the same latitude ? 

8. Show the probable influence on the progress of civilization in 
America if the Rocky Mountains had been where the Alleghanies are. 

9. Show in what way the Indians helped or retarded the 
American colonies in their homes, churches, governments, occupa- 
tions, and schools. 

10. Discuss the greatest benefit which came ti> Europe from the 
disco verv of America. 



SEVENTH YEAR— THIRD MONTH. 25 



THIRD MONTH. 

Permanent Settlements.— Pvipils will prepare a map of the Atlan- 
tic States to be completed as the work of settlements proceeds. 

Virginia. — 1607. The London and Plymouth companies. Provisions 
of the Charters. Settlement of Jamestown. vSufferings. Smith. Culture 
of tobacco. First General Assembh", 1619. This was the first representa- 
tive government. Slavery. Coming of the Cavaliers. Berkeley's rule. 
Navigation laws. Bacon's Rebellion. 

New York.- 1614. Hudson — his reception to the Manhattan Indi- 
ans. Dutch occupancy of the Hudson valley. Patroons. The Dutch 
governors. Transfer to the Duke of York. 

Summary.— 1. Basis of English claim to this territory. 2. Charters 
and consequent changes in government. 3. Sufferings of the colonists. 
4. The curse of slavery. 5. Tyrannj- of Berkeley. 6. The Dutch in the 
New World. 

Review. 

Examination. 

NOTES ON THE THIRD MONTH's WOEK. 

The first thing in the Course for this month is a direction that 
pupils shall prepare a map of the Atlantic states, in outline, to be 
tilled in as the history of the colonies is studied. 

Perhaps it is well enough to discuss just here the relation of 
history to geography. There are two relations which exist, and 
which may be studied, between history and geography. They may 
be called the mechanical relation and the organic, or vital, relation. 
The first is the kind generally studied and held in mind by pupils 
and teachers. It is not altogether unpedagogical and bad. but the 
returns are not generally worth the cost. 

A certain institute instructor was once conducting a history 
recitation in a summer school in which the work was largely a reyiew 
of the sul)ject matter. A very bright young lady was reciting, and 
the instructor was trying to determine the picture in the young 
lady's mind — the subject being the movement of General Gage's 
redcoats on the morning of April I'J, toward the village of Lexing- 
ton. The instructor had in mind to have the teachers see the 
mechanical relation between the two studies. And so several ques- 
tions were asked — Do you see the redcoats in marching order? How 
many soldiers do you see in line? What preparation have they 
made for the day's work before them? Do you see the Americans 
along the road the redcoats will take ? Do you see the farm houses, 
the fences, the bridges ? Do you see the little village of Lexington ? 
Do you think you see the commotion the country folks are in as 
they receive the news of the coming of the redcoats? These qites- 



26 SEVENTH YEAR— THIRD MONTH. 

tioiis were not only answered in the affirmative but quite clear pic- 
tures were described by this bright young lady. Finally the instruc- 
tor said, how far from Boston to Lexington? And the answer was 
given, she thought aliout twelve or sixteen miles. Then the instruc- 
tor said, what direction? and the bright young lady dropped her 
head on one side and then on the other and tinally said in a very 
decided tone, ciisf! 

The mechanical relation between history and geography in- 
cludes direction, distance, mechanical relation of places, direction 
of rivers, railroads, and area of geograpical units. These are of 
value in the study of history but they are hardly the vital things in his- 
torical geography. These are somewhat of the foiin side of history, 
and must be gotten, in some degree at least, before the more philo- 
sophical study of history can begin. But it is possible to have 
pupils see the more philosophical relation between a people's history 
and their environment. In fact, the environment of a people con- 
stitutes a part of that people's history — at least, bears the relation 
to history that cause does to effect. 

Physical structure (of the earth) and climate determine lower 
life forms. Structure, climate, and lower life forms determine man's 
development up to a certain point. It may be asked, where is that 
point? The answer is. that point where man, by association with 
his fellows, begins the active subjugation of the forces and agents 
of nature. At this point man begins to master what appears to be. by 
the casual observer, the things which stand in the way of his progress. 
Thus the cultivation of the soil is an eifort to overcome nature's effort 
to grow spontaneously an unprofitable crop. Bridging the stream 
is overcoming an obstacle to communication. The mountain is in 
the way and must be tunneled. The cold of the arctic regions pre- 
vents the residence in those regions of people from lower latitudes. 
This condition fosters the building of houses of such a character 
that nature is mastered. Our soldier boys around Santiago last 
August were provided with fresh beef dressed in Chicago weeks 
beforehand. The electric discharge from the sky which we formerly 
dreaded now tells us fourteen hours before it happened of the thrill- 
ing victory of Dewey in Manila Bay. Gold is hidden in the earth, 
but V)y the genius of our yankee we crush the ore, and by the aid 
of quicksilver separate the gold and make it into beautiful coins. 

Now. this work of mastering nature along the above lines and 
in other ways, forms a very large })art of our history. Our history 
is made up (jf what we think, how we feel, and what we do. And 
what we think, feel, and do is very largely influenceil by what our 
surroundings are. It is hardly necessary to suggest that the life, 
as a whole, of the New England fisherman is vastly different from 



SEVENTH YEAR— THIRD MONTH. 



27 



the life of a Dakota farmer. The lumberman of Michigan lives in 
a different world from the cotton planter of Georgia. The retail or 
wholesale merchant of Chicago or New York has little in common 
with the cowboy of the Texas plains. 

It is with the end in view that the child may see the thinking, 
feeling, and doing of the early settlers, that I suggest that a map of 
the entire Atlantic coast be sketched, and as far as possible let the 
teacher and pupils so clothe this sketch, this skeleton, with flesh and 

blood, that it may 
take on life, and then 
the active, throbbing 
life of the pupil may 
beat in sympathy with 
the life which the col- 
onists are seen to live. 
In IGOb James I. 
of England granted 
a charter to the Vir- 
ginia Company for 
the purpose of en- 
abling this company 
to settle within the 
limits of the English 
claim — namely, from 
the thirty-fourth to 
rty-tifth degrees of north latitude. 
This company was subdivided into the 
London Company and the Plymouth 
Company, the former to take the south 
half and the latter to take the north 
half of Virginia. The grants to the 
land contemplated two parallel strips 
from the Atlantic to the Pacific. There 
was one charter but two companies. The charter said: ''Also we 
do, * * * declare by these presents (the conditions named in the 
charter) that all * * * persons born within the limits thereof (in 
Virginia) shall have and enjoy all liberties, franchises, and immuni- 
ties * * * as if they had been abiding and born within this, our 
realm of England." Here is the foundation of the claim of our 
forefathers to the equal rights and opportunities as Englishmen 
born and residing within the island of Great Britain. 

In 1607 a colony, sent out by the London Company, reached 
the Chesapeake and sailed up the mouth of the James River. There 
were 105 of them and in less than six months 50 of these were dead. 




28 



vSl'VlvXTH VRAR— THIRD MoXTII. 



These people were very religious. They were not very industrious. 
There were no women with this first installment of colonists. The 
company in England had two objects in view: First, to find a 
passage to the Pacific Ocean, and second, to discover gold. It was 
while on an expedition of the first kind that Smith was captured by 
the Indians, and his life saved by Pocahontas. It is said that in 
their eagerness for gold a ship was loaded with "fool's gold" and 
sailed for England in spite of the protests of Smith. The summer 
of 1607 was a trying one: malaria had reduced the colonists to less 
than half their original number. Pocahontas and Smith alone 
saved the colony from utter ruin. The cold weather brought relief 
and the colonists are once more able to minister to themselves. 

The local man- . 

asement of the colony * ' 

had been most unfor- 
tunate. Gosnold. a 
very excellent coun- 
cilman, had died : 
Wingrfield was incom- 
petent: Newport had 
gone back to Eng- 
land; Studley, the 
treasurer of the col- 
ony, was dead ; Wing- 
fi e 1 d and Kendall 
tried to steal the only 
ship, the Pinnace, and ^ 
go to England; Rat- 
cliffe. an incompetent, was acting as local president. In this dread- 
ful condition Smith was turned to as the only salvation of the colony. 
He was chosen president. Late in the fall of 16(18 Newport arrived 
with provisions and colonists, among whom were some women. For 
the next two years the struggle is to keep the colony from going to 
ruin. Smith insists on each one laboring or starving. Houses are 
built, some planting is done, and a few more colonists are received. 
In 1609 Smith goes to England and the starving time follows. 
Smith left nearly 500 men, women, and children in the settlement 
in and around Jamestown; five or six hundred head of hogs, horses, 
sheep, and g(jats; fishing nets, farming implements, three hundred 
muskets, swords, and ammunition. Smith left in September, 1609, 
and by May, 1610, this is the picture taken from Scudder's History 
of Virginia, Commonwealth Series: ''Nearly oOO men, women, and 
children had V)een left in September (1()09). and in May not more 
than (')0 men. women, and children were left. At last thev became 




^i^j^i'i^^-'''^-^^ 



SEVENTH YEAR— THIRD MONTH. 29^ 

cannibals. An Indian was killed and buried, but was taken up and 
eaten by the 'poorer sort', having been boiled and stewed with roots 
and herbs. A man killed his wife and was eating her flesh when 
discovered. He was burned to death." This is the "starving 
time"', and I am only constrained to copy the above in order to show 
what is really meant by the ''starving time''. 

Help comes just in time to save the few lives left. In June 
more help came and the colony was continued. The colony moves 
along without incident extraordinary until 1619. In 1609 and also 
in 1()12 the charter had been revised. The first dealing with the 
boundaries of the colony, the latter giving the company in Eng- 
land the right to hold "general courts" in which the shareholders 
might discuss freely the interests of the colony. The culture of 
tobacco and its shipment to England had created a new industry. 
The marriage of Pocahontas to Rolfe had knitted the interests of 
the Indians to those of the colonists. 

To understand the introduction of representative government 
into Virginia it is necessary to take a look into affairs in England. 
The protestant religion was finally and thoroughly established in 
England by Queen Elizabeth, who died in 1(303. She was succeeded 
by James VI. of Scotland, who became Jam.es I. of England. Dur- 
ing Elizabeth's reign, 1558-1G03, Puritanism had made great head- 
way, and at the coming of James I. it had considerable influence. 
When the Virginia charter was granted in 1606, the stockholders 
included many Puritans. In the reorganizing of the charter in 
1609 and in 1612 there crept into the company more Puritans, and 
in 1619 the Puritans dominated the company. By them a very 
liberal form of government was granted the Virginia colony. A new 
governor, one Yeardley, was sent with directions for putting the 
new form into effect. 

The make-up of the Virginia government was as follows: The 
governor and council were appointed in England. The eleven plan- 
tations (settlements) in Virginia should each send two burgesses 
(representatives). These three elements constituted the general 
assembly — the governor, the council, the burgesses. The laws they 
made were of a local nature and concerned attendance upon church 
service, personal relations, and the use of the cultivated lands, etc. 
This is the introduction of representative government in America. 
And through all the varying trials of the colony, the representative 
idea never lost its hold, and was the center around which the gov- 
ernment clustered in 1776. 

In some of our texts we have the story of the coming of young 
women to the colony as wives of the planters. These were not the 
first women in the colony as we sometimes hear, but were sent over 



30 SEVENTH YEAR— THIRD MONTH. 

by the company to in some measure equalize the number of men 
and women in the colony. Ninety came in the first ship, and the 
price of tlieir passage was 120 pounds of tobacco or SSO in money. 
These ninety were quickly married and shortly sixty more came over. 

This date, 1619, also marks the introduction of negro slavery. 
"White slavery existed in the colony previous to this in the form of 
indentured servants. There were three general classes of these: 
1. Poor people who voluntarily sold their labor for a term of years 
to pay for their passage. 2. Kidnapped persons, brought here by 
"spirits" and sold to the colonists. 3. Felons from the prisons of 
England and prisoners taken in battle. All of these three classes, 
however, had a chance to work out their freedom. 

In 1()22 the Indians fell upon most of the eleven settlements, 
and out of a total population of about 4.000, 347 men, women and 
children perished in one day. When word came to King James I. 
he made a pretext that the liberal government granted l)y the com- 
pany had led to this massacre, and the charter was annulled and 
Virginia became a royal province. 

During the struggle in England between the Puritans and 
Charles I. many royalists sought refuge in Virginia. It is said that 
the ancestors of Washington and the Lees were among these royal- 
ists. Sir William Berkeley was appointed royal governor in 1042 
and ruled till 1670, with a vacation of seA^eii years from 1652 to 1659. 
During these seven years England was under the Commonwealth 
and Virginia was a little republic, the burgesses electing the govern- 
ors. During this period the Commonwealth parliament passed what 
is known in history as the "Navigation Acts". These provided that 
English colonies should trade with England only, and that all carry- 
ing trade should be under the English flag. During Cromwell's 
rule this law was disobeyed. The Virginians traded with all com- 
mercial nations. When Charles II. came to the throne he revived 
these laws and was very persistent in their (execution. All outbound 
ships to other than English ports must pay erccssire export duties, 
these duties going into the pockets of a swarm of English officers 
acting as collectors. This the Virginians considered a great wrong, 
and as Jefferson in the Declaration says: "He has erected a multi- 
tude of new offices, and sent hither swarms of officers to harass our 
people and eat out their substance.'' 

This was not the only complaint. In 1673, Charles II. gave 
Virginia to two of his favorite lords, Culpepper and Arlington. 
Berkeley ruled as an autocrat. The life was almost crushed out of 
the people. In 1()76 there was an outbreak of Indians. Nathaniel 
Bacon asked for jtermission to suppress the uprising, but Berkeley 
feared a l)odv of militia and refused his assent. Bacon went against 



SEVENTH YEAR-THIRD MONTH. 31 

the Indians and then faced Berkeley, who had declared Bacon a 
rebel. During the summer of 167<) civil war reigned in the colony, 
Jamestown was burned, and Berkeley driven out of the colony. 
Bacon died in October, his followers dispersed, and Berkeley re- 
turned to Williamsburg, the new capital, hanged twenty of the 
followers of Bacon and again held the colony by the throat. He 
was recalled by Charles II. and Culpepper ruled for a few years, 
when the king revoked the grant of 1673, and nothing of unusual 
interest occurred till the French and Indian War. 

We come now to study the settlement by the Dutch in New 
York. Henry Hudson, an English navigator, was in the employ- 
ment of Holland. This country had quite an extensive trade with 
the East Indies, and there was a great desire to find some passage 
through North America which would make the trip to the East 
Indies shorter. Hudson was sent on an exploring expedition in a 
vessel called the Half Moon. He sailed up the Hudson in 1609, as 
far perhaps as Albany. Champlain had entered the interior by way 
of the St. Lawrence and was, at the time that Hudson was at the 
headwaters of the Hudson River, exploring the country around Lake 
Champlain. And the difference in treatment of the Indians by 
Hudson and Champlain is the explanation of the attitude of the 
Indians toward the French and Dutch in after years. Hudson gave 
them beads and trinkets and fire water; Champlain killed some and 
mistreated others. 

The Dutch were not long in discovering that there was great 
profit in trading beads, bells, trinkets, and rum to the Indians for 
furs. So in 1614 a trading post was established on Manhattan 
Island. In 1623 colonists were sent over, and in 1(526 Peter Minuit, 
the first governor, came. In 1621 the Dutch West India Company 
superseded the company organized in 1614, and in 1629 this new 
company established the patroon system. This provided that any 
member of the company (and not any one. as sometimes given) who 
would settle fifty families in the territory of the new company should 
be granted an estate upon any river in their domain extending six- 
teen miles on one side or eight miles on each side, and reaching 
back into the country as far *'as the situations of the occupiers will 
permit." These patroons and their little kingdoms are the most 
characteristic features of the history of New York. The patroons 
had almost absolute authority over life and property within their 
grant. 

There were four Dutch governors of New Netherlands — Minuit, 
Van Twiller, Kieft, and old Peter Stuyvesant. The latter came as 
governor about 1614:. This was the year of the formation of the 
New England Confederacy and because of the power of this confeder- 



32 SEVENTH YEAR— THIRD MONTH. 

aoy Stuyvesant was compelled to withdraw his claim upon the Con- 
necticut valley region. Stuyvesant was tyrannical, and during the 
later years of his rule there crept in among his people a great many 
English. These created dissatisfaction among the Dutch and so 
when Col. Xicolls came in 1()(>4:, it was not difficult to capture the 
city. To understand this it will be needful to recall some English 
history. 

Cromwell's rule ended in 1(35*J. In lOGU Charles II., son of 
Charles I., who had been beheaded, was restored to the English throne. 
He had a younger brother, James, Duke of York. During the 
Commonwealth Cromwell made a treaty of peace with Holland, con- 
ceding Holland's claim to New Netherlands. So when Charles II. 
came to the throne the two countries were at peace and the Dutch 
had no notion of ever being disturbed in the New World by the 
English. But Charles II. was very liberal, so he gave his brother, 
James, Duke of York, the country called New Netherlands. In 
lOiU James sent a few ships of war into New York bay and de- 
manded the surrender of the city. Stuyvesant was taken wholly 
unawares and of course was compelled to surrender. The name was 
changed from New Amsterdam to New York City and Fort Orange 
took the name Albany, because James was Duke of York and Albany, 
while the province changed its name from New Netherlands to New 
York. 

Colonel Nicolls prepared a code of laws called the '"Duke's 
Laws'", which provided: First, equal taxation. Second, trial by 
jury. Thinl, military duty by all able-bodied men. Fourth, reli- 
gious freedom. Later an assembly was granted. In 1(585 James 
became James II. King of England. The assembly was suppressed. 
Andros was made roval tjfovernor, and in lt)8S James II. was driven 
from England and tied to France. William and Mary ascended the 
English throne, and the king of France declared war against Eng- 
land in behalf of James II., and this is King William's War in 
America. The people of New York arrested Andros and put him 
in prison. Nicholson, the lieutenant governor, became governor. 
He sympathized with James II., and Leisler, a German merchant, 
seized the reins of government and defended the colony against the 
French. William, King of England, sent over a man by the name 
of Sloughter as royal governor; he was made drunk and signeil a 
death warrant and Leisler was executed. 

From this time to the revolution the people and the royal 
authority are in constant conflict over freedom of speech, press, relig- 
ion, and the administration of local laws. 

The following questions may be worked out by pupils under 
the direction of the teacher: 



SEVENTH YEAR— THIRD :\IONTH. 33 

1. What is meant by living in common? What arguments for 
and against it, and have we any examples of it to-day in this coun- 
try ; if so. where '? 

2. State clearly your understanding of a charter. Are charters 
given nowadays? Who grants them and for what purpose? Read 
the Ten Commandments. 

3. We say representative institutions were introduced into this 
country in 1019. Explain clearly what you mean by this statement. 
Show how this principle operates in our religious organizations 
to-day. 

i. Do vou think it immoral or degradino- for a white man to 
become an "indentured servant"? Give your reasons. 

5. People who live in Virginia are frequently heard to speak of 
a person as belonging to the F. F. V. What does that mean? 

6. Give fully your unbiased opinion with reasons, in answer to 
this question: In what way has the cultivation and consumption 
of tobacco benefited this country? 

7. Governor Berkeley said in 16(31: "I thank God there are 
no free schools nor printing, (in Virginia) and I hope we shall not 
have them for a hundred years — God help us from both!" Give in 
full the influence of schools and printing in any government. 

8. How has the Dutch occupancy of New York affected the 
history of our country ? 

9. Suppose Champlain had been as kind to the Iroquois as 
Hudson was — trace what might have been the consequent history 
of the early times. 

10. Was it fortunate or unfortunate that the English captured 
New York? Can the act be morally justified? If so in what way? 



34 SEVENTH YEAR— FOURTH MONTH. 



FOURTH MONTH. 

Massachusetts.— 1620. Failure of the Plymouth Company. Status 
of religious worship in Kngland. vStudy carefully the word.s vSeparatists, 
Puritans, Pilgrims, Cavaliers, as api^lied to the people of this period. 
Landing- of the Pilgrims. The town meeting. (This is very significant.) 
Contrast with House of Burgesses in \'irginia. Salem and intolerance. 
Settlement of Boston. Transfer of the Plymouth Companj- to the New 
World. Legislature or general court. Banishments. Harvard. Eliot's 
work. The New ICngland Confederacy, 1643 — its objects. Persecution of 
the Quakers. King Philip's War. Salem witchcraft. Massachusetts a 
royal province. CtOv. Anclros. 

New Hampshire.— 1623. ( .rant to Gorges and Mason. Division of 
the territory. Union with Massachusetts. 

Sumiuary.— 1. Distinction of terms. 2. The town-meeting, a pure 
democracy. 3. Transfer of Plymouth Company to the New World. 4. 
Religious intolerance in the ^Massachusetts colonies. 5. Founding public 
schools — higher education. 6. The New England Confederacy. 7. Con- 
flict with ro^-alty. 8. Relation of New Hampshire with Massachusetts. 

Review. 

flxaininatiun. 

NOTES ON THE FOUIITH MONTH'S WORK. 

You will remember that the orignal Virginia Company included 
two divisions — the London Company and the Plymouth Company. 
We have traced the London Company. The Plymouth Company 
attempted a settlement on the coast of Maine in May. 1607. It 
was called the Popham Colony in honor of Chief Justice Popham of 
England. The colonists returned to England in the spring of ItiOS. 

In 1020 the Plymouth Company was reorganized under the 
title, ''Council for New England."' But no immediate steps were 
taken toward colonization. 

In England in the tirst half of the seventeenth century there 
was great religious unrest. The Church of England was the "reg- 
ular" church. All people who did not conform to its forms of 
worship were Non-conformists. The Separatists were church people 
who were members of the Church of England but who were so dis- 
satisfied with the manageuunit of church affairs, and so displeased 
with the lack of spirituality in that religious organization, that they 
disconnected themselves from that body. They usually centered 
around some leader who organized a congregation which usually 
met in private houses for worship. A Puritan might be a Separatist 
or a Non-conformist merely. At least he believed that the Church 
of England as then constituted was a hot- bed of idolatry and stood 
in great need of a thorough purification of the forms, ceremonies, 
and practices which had clung to it when it withdrew from the 



SEVENTH YEAR— FOURTH INIONTH. 35 

Catholic church. The word Cavalier is more a political term. It 
designated a member of the King's party in Charles I.'s reign. The 
opposing term is Romidhead. This applied to those common people 
who finally took part in the overthrow of Charles I. While the 
word Pilgrim is a specific term and applies only to those persons, 
nsually Separatists, who journeyed to Holland and then to Massa- 
chusetts in search of a suitable place for the founding of a form of 
worship in accordance with their ideals. 

^^ y-MXTtit O^ ({oi^ /^yrx^ru- yft TvAcfo- ^a-mtS are ^nd.i.ir9t>7rx-ic.-ru 




C 



A'n ^ 

THE MAYFLOWER COMPACT. 
[From Channing's History of the United States. Courtesy of the Macmillan Co.] 
This is a fac simile of the compact as it appears in Governor Bradford's manu- 
scripts. Pupils will not read it readily but will be so interested that they will not readily 
give it up. 

The story of the Pilgrims is usually emphasized in our school 
texts. Nothing new can be said about them. A small congregation 
in the village of Scrooby, in Northamptonshire, to escape persecution 
under James I., who proposed to -'harry them out of the land"', went 
to Amsterdam and later to Leyden. This was in 1608. Possibly 
they were joined by others who sympathized with them. Here they 
remained till the year 1620. While here they became dissatisfied 
with their surroundings and resolved to leave Holland. The Vir- 
ginia Company, you will remember from last month's work, was 
largely made up of Puritans. Application was made to this com- 



36 SEVENTH YEAR— FOURTH MONTH. 

paiiy for tbo privilege of settling in their territory. This was 
granted. But when the king was asked to guarantee them religious 
freedom he refused because he feared they wanted "'to make a free 
popular state there". The king seems, however, to have secretly 
encouraged their going, '"provided they carried themselves i)eacea- 
bly". 

They arranged with some merchant adventurers of Loncjon for 
transportation. The terms were very hard. Their contract ran for 
seven years. They embarked on the historic Mayflower. Instead 
of landing in Virginia territory, they found themselves at Cape Cod. 
Here they signed what is called in history the Mayflower Compact, 
before disembarkinof. Fiske, in his Civil Government, calls this the 
first attempt in America at "written constitutions'". This compact 
does not indicate the form of government, but simply indicates the 
willingness to abide by whatever seemed best for the common good. 

They landed and began that life out of which has grown so 
much of our civil and religious freedom. It is said they found the 
ground cleared and ready for planting in the spring. Miles Stan- 
dish, a man of grreat couraoje and tact, managed the Indians so that 
little trouble came from that source. It will pay any pupil to read 
a short sketch of Standish. 

Their form of government was a democracy. That is, at stated 
times all legal voters came together and in a sort of open council 
decided what was best to be done. Bradford was governor. He 
continued in this office for many years. When the colonists had 
increased in numbers considerably the governor was given assist- 
ants. Later on when it became inconvenient for all the freemen to 
meet in a town meeting a representative system was adopted. In 
later years the rapid growth of the Massachusetts Bay Colony rather 
obscured the Plymouth Colony, and in lOUl, by a charter called the 
Province Charter, Plymouth and Massachusetts were united as 
Massachusetts. In addition to the government as carried on by the 
governor and his assistants, each town had a democratic form of 
government — the town meeting. This is of vast import in studying 
the growth of free institutions in America. In the town meeting 
grew the doctrine of local self-government, the doctrine of free 
speech, and of taxation only by representation. It was the town 
meetings that served as mediums through which that masterly sys- 
tem of correspondence was carried on just before the outbreak of 
the Revolutionary War. When contrasted with the representative 
system — the House of Burgesses in Virginia — we see side by side 
two radically different theories of self-government. Each has its 
advantages and its weaknesses. But out of the two we have built up 
in the New World a democratic-republican form of government 



vSEVENTH YEAR— FOURTH MONTH. 



37 



which to most of the statesmen of the Old World is a great mystery. 
A government of the people, by the people, and for the people, 
which we trust may never perish from the earth. 

The Council for New England was as masterly inactive as was 
the Plymouth Com})any. In 1(528 some Puritans, wishing to build 
in the New World a civil state and to found a church which might 
work out their ideals, obtained from the Council for New England 
a grant of land limited on the north by a line, running west, three 
miles north of the Merrimac. and on the south by a line, running 
west, three miles south of the Charles River, the western boundary 
being the Pacific Ocean. In 1629 the king ratified this grant. The 
charter from the king was to "The Governor and Company of 
Massachusetts Bay in New England". The freemen of the company. 




This picture is from a very famous painting. It represents the Pilgrims going 
to church. Soldiers go before and bring up the rear. 

that is the stockholders, were allowed to hold four meetings a year, 
were empowered to choose a governor, deputy governor, and a coun- 
cil of eighteen assistants. The governor and council were to make 
the laws. Usually when charters are granted they designate where 
the business meetings of the company are to be held. But this 
charter omitted that point, and S(j with the king's consent the char- 
ter, the othcers, and shareholders all moved to Massachusetts. 

Between the grant by the Council for New England, 1()2S, and 
the granting of the charter by Charles I., 1629, John Endicott came 
with less than one hundred emigrants and settled at Salem. Mass. 
Here he found a few settlers, ihe remnants of a settlement at Cape 
Ann, sixteen miles to the northeast, made in 1624. In 1(530 the 
Massachusetts Bay Company decided to bring the charter to 



38 SEVENTH YEAR— FOURTH MOXTH. 

America. John Winthrop was elected governor and of conrse snper- 
seded Cxovernor Endicott at Salem. (In the Conrse of Stndy the 
topic reads, "Transfer of the Plymonth Company to the New 
World." The old Plymonth Ci)m})any had gone to pieces and the 
new one was the Massachusetts Bay C^ompany.) The emigrants 
under Winthrop settled what is now Boston and surrounding towns. 
and in the ten years from hVSO to 1(540 al)ont twenty thousand emi- 
grants came from England and settleil in the New England colonies. 

The most essential thing perhaps is the working of their 
government. As has been noted, the charter provided for a govern- 
or, deputy governor, and 18 councilmen or assistants. When in 
1()33 the assistants and governor passed a law levying taxes to be 
collected to build some forts, the people of Watertown refused to 
pay the tax. saying they were not represented in the legislative body. 
To understand this it will be necessary to look closely into the 
composition of most legislative bodies. In Washington the senators 
are the representatives of the state, while the representatives come 
from and represent the people. In the original composition of the 
British parliament there was only the House of Lords — the people 
had no representatives. In the year 12(J0 the people first sent 
representatives to the British parliament. The Articles of Confeder- 
ation provided that the states might send not more than seven nor 
fewer than two members to the congress. In all these cases what is 
really the upper house is made up in such a way as to exclude any 
notion that the i^eople have taken part in selecting the members. 

Now the governor and the 18 assistants were elected by the 
shareholders, or as we say, the stockholders. In 1631 about 118 
persons were admitted as stockholders in addition to the 10 or 15 
of the original company who were residing in and around Boston. 
But a law or rule was passed that hereafter only Puritan church 
members should be admitted to the rights of freemen. So when 
the people of Watertown said they were not represented in the body 
that assessed the tax to build the forts, they meant they took na 
part in selecting the assistants, so they refused to pay the tax. In 
order to compromise the matter, the company agreed to admit to the 
law-making body — that is, the governor and his assistants — a body 
of representatives from the towns of the Bay Colony. 

Now, when this is put side by side with representative govern- 
ment as found in Virginia, we find some similarity. In Virginia 
representative government was gircii to the people by the company; 
in Massachusetts representative government was cvotved out of exist- 
ing conditions. This lawmaking body in Massachusetts, the govern- 
or, assistants, and representatives, used to try cases just as our courts 
do now, and hence it took on the name of the General Court. This. 



vSEVENTH YEAR-FOURTH MONTH. 39 

name still clino^s to the lawmakiiio' body of the state of Massaehu- 
setts, though the right to try cases was long ago taken away. 

The Puritans came to the New World to enjoy their notions of 
civil and religious lil)erty. and because they seem to have been harsh 
with Roger Williams and Anne Hutchinson, our histories are some- 
times severe on them. Without enteriiig into the merits of the 
case, we may judge of the times by these tw^o cases. There was of 
course at first a great deal of Puritanical zeal among the Massachu- 
setts people, l)ut this gradually gave way to a more tolerant spirit. 
Mace, in his Philosophy of History in the United States, shows that 
in New England there were found fundamental principles of diffu- 
sion of rights and privileges. And John Boyle O'Reilly, in a 
beautiful poem, has shown that all of the basic principles of our free 
popular government came from these early New England people. 
Then we should be willing to judge the Puritans in the cases of 
Williams and Hutchinson from the standpoint of the times in which 
the incidents occurred — not through the spectacles of the latter end 
of the nineteenth century. 

The establishment of schools in the New England colonies is 
an event that should be dwelt on by the teacher and the class. I 
presume we sometimes have too low an estimate of the make-up, 
especially from an educational standpoint, of the early New England 
colonists. Most of them were well educated and many were college 
bred. It is not at all strange that they should early turn their 
attention to education. As early as 1635 the citizens of Boston 
established the '"Boston Latin School", and among the names after- 
wards found on its rolls were those of Benjamin Franklin and 
Samuel Adams. In 1636 the General Court appropriated 400 
pounds sterling to found a college; and 1638 Rev. John Harvard 
gave 750 pounds to endow it. besides books. In 1643 the require- 
ments for entrance to Harvard were: "When any scholar is able to 
understand Tully, or such like classical authors extempore, and 
make and speak true Latin in verse and prose; * * * and decline 
perfectly the paradigms of nouns and verbs in the Greek tongue, 
let him then, and not before, be capable of admission into college." 

But better than Harvard was the founding of public schools. 
In 1647 a law was passed which provided that when a township had 
fifty householders within it, there should be established a school 
where all should be taught to read and write. When one hundred 
families should be found in a town the law provided for the estab- 
lishment of a "grammar school" in which such studies should be 
taught as would admit to Harvard. 

John Elliot is known as "the apostle to the Indians". He was 
a minister of Roxbury and was much concerned that the Indians 



40 



SEVENTH YEAR— FOURTH MONTH. 



o CJ 



should be converted. He established a mission at a little village 
called Natick, a few miles west of Boston, and there he worked with 
the Indians. He translated the Bible into the Indian tongue and 
taught the Indians to pray. The "praying Indians'" were on the 
side of the settlers in King Philip's War. 

By 1(343 there were sevei-al settlements or colonies in the 
country to the east of the Hudson. The principal ones were Salem, 
Massachusetts Bay (now Boston). Plymouth, Providence. Hartford, 
Windsor, Weathersfield, Saybrook, and New Haven. Each of these 
had adjoining colonies or settlements which may be thought of as 
closely related to the parent colony. In Massachusetts there was a 

o-rowinor demand for the enactment of a code of laws to be used by 
^ ^ ... 

the magistrates. Previous to this each judge exercised his own dis- 
cretion as to the pun- 
ishment for infrac- 
tions of what was 
known as English law 
and the law of the 
church taken from 
the Bible. This was 
finally passed in 1(141 
and is sometimes call- 
ed the -'Body of Lib- 
erties" or the "Magna 
Charta'' for New 
England. 

Very closely con- 
nected with this 
strno^orle inMassachu- 
setts for this code 
was a wider movement looking toward a union of the New England 
colonies for the protection of civil and religious liberty. In 
England a deadly struggle was going on between the Puritans 
and Charles I., and the English government could not protect the 
New Enifland colonies against the encroachment of the Dutch nor 
from the inroads of the Indians. To be better able to meet the 
demands along all these lines, a confederation was entered into by 
tile four leading colonies — Massachusetts. Plymouth. Connecticut, 
and New Haven. Fiske calls this the earliest league among whites 
in America. The confederacy lasted from 1()43 to l(>s4. 

In 1()5() two Quaker women came to Boston. They were held 
as prisoners until the slii]) returned and then went back to England. 
Other Quakers came in their stead. The laws of ^lassachnsetts 
were vi'rv st^vcrc upon (y)uakc]"s. foi" they were looked uj)on as dis- 




vSEVENTH YEAR— FOURTH MONTH. 41 

tiirl)ers of the peace. After ])anislimeiit if they returned they were 
to be hanged, and in executing this law four Quakers were hanged 
on Boston Common. There was a reaction against this harsh treat- 
ment and the persecution ceased. This fact shows that the New 
Englanders were growing more tolerant. 

The Salem witchcraft delusion is a dark blot upon the history 
of those early days. In 1(')*.)2 this dreadful epidemic liroke out in 
Salem. The plague had been prevalent in Europe for many years. 
Before the people of Salem came to their senses nineteen persons 
had been hanged and one poor old man had lieen |)ressed to death. 
Belief in witches is not altogether extinct in this country to-day. but 
the penalties are not quite so severe as they were in Salem in 1()1)2, 

We come now to the study of Massachusetts as a royal province. 
Let us review just a little the political history of Massachusetts. 
The settlement at Plymouth was under no charter. The settlers 
simply had permission of the London Company to make a settlement 
on territory claimed by that company, and a tacit permission from 
the king to come to America. In 1(329 they received a patent from 
the Council for New England. But it seems the colony never had a 
separate and distinct charter. It. however, maintained its separate 
existence till 1691. when it was incorporated with the Massachusetts 
colony. Salem was settled in 1()2S by advance emigrants of the 
Massachusetts Bay Colony. When Winthrop came with his large 
colony they settled at Salem oidy temporarily, shortly moving to 
Boston, and with Winthrop went the charter and government. After 
this Salem is simply a settlement in the Massachusetts Bay Colony. 
Now Massachusetts organizes under this liberal charter already re- 
ferred to. The Watertown u})rising in l(-)33 secured representative 
government in the general court, and so by 1(534: it seems the gov- 
ernment is on a sure foundation. But one Thomas Morton, a dissi- 
pated man who lived in the edge of Boston, and who had lieen ban- 
ished, together with certain royalists of England, lodged complaints 
against the Massachusetts colony before Charles I. An order was 
obtained from the King's Court which looked to the annulling of 
the charter but fortunately the great Puritan uprising in England 
so engaged the king's attention that nothing was done toward exe- 
cuting the order. 

In 1(>3S the Privy Council to the King, consisting of five lords, 
three earls, and four esquires, demanded by letter the return of the 
charter of Massachusetts. To this demand the governor. Winthrop, 
and the General Court paid no attention. Winthrop remarking that 
the "disorders of the mother country were the safeguard of the 
infant liberties of New England". In 1()4:2 the King's party in 
England and the Puritan party came to an open rupture, which 



42 SHVEXTH VHAR-FOURTII MONTH. 

ended in the execution of Charles and the esta])liBhnient of tlie 
Commonwealth. In 1(»4;J the New England Confederaey was 
formed antl an executive and advist)ry hoard consisting of twt) men 
from each coU)ny was constituted. This confederacy lasted about 
forty years and during that time exercised a general control over 
the colonies. In I(Jt)0 Charles II. came to the throne and iumidi- 
ately began to make an effort to introduce Episcopacy into the New 
Enijland colonies. He was also much out of humor with the Massa- 
chusetts people for their severe treatment of the Quakers. To 
pacify the King the Massachusetts people sent a very loyal address 
to the new King and promised not to l)anish any more E])iscopalians. 

At this time Massachusetts was sheltering two of the regicide 
judges, and Charles demanded their arrest and return to England. 
But Massachusetts managed the matter so poorly that the judges 
escajH'd arrest. In IOC)! the General Court passed a Declaration of 
Rights. It recited their rights as based on their charter. The 
purpose was to take a stand against the Navigation Acts passed by 
Cromwell's government. In lOO-t the King was so out of ])atience 
with the Massachusetts jieople that he sent royal commissioners over 
to demand an apology from the colony, one of whom was Colonel 
KichoUs. who proceeded on to New York and captured that city for 
his lord, the Duke of York. The other members of the royal com- 
mission could get nothing out of the Massachusetts people, and so 
returned to England in disgust. In 1(»7() complaints began to be 
lodjjed ao-ainst Massachusetts for not obeying the Navigation Acts, 
and from this date to 1684 the quarrel was intense, but in the latter 
year the courts declared the Massachusetts charter forfeited and the 
colony became a royal province. Josej)h Dudley was the tirst royal 
governor. He was succeeded by Sir Edmund Andros, whose record 
is one continual effort at tyrannizing over the New England colo- 
nies. He ruled till 1689. The year 1688 is memorable for the 
bloodless revolution in England — the overthrow oi James II.. and 
the coming of William and Mary. For a while Massachusetts has 
self government under the charter of 1629. In 1(591 King AVilliam 
grants a very liberal charter, which remained in force till the revo- 
lution in 177<). 

The above political sketch gives a connected story of Massachu- 
setts and should be carefully mastered by the teacher. 

New Hampshire settlers had a vexatious time during the colo- 
nial ])eriod. As soon as it was known in England that the Plymouth 
pilgrims had succeeded in making a permanent settlement Gorges 
and Mason, two very ])ronnnent Englishmen. ol)tained from the 
Council for New England a grant of land reaching from the Merri- 
mac to the Kennebec River. The next year some fishermen came 



SEVENTH YEAR-FOURTH MONTH. 



43 



,-7^; 



--A>/^' 



and settled on the Piseata(jna. A few years later Dover Avas settled.. 
In 1629 Gorges and Mason took up the work of making- settlements: 
and founded Portsmouth. Before ItiS-t. however, they had divided 
the orio-inal "-rant into what is now Maine and New Ham])shire. 
Mason took all the grant between the Merrimac and Piscataqua, 
while Grorges took the territory east of the latter river. 

New Hampshire's population from England Avas considerably 
influenced by the incoming of disatfected settlers from Boston. Salem, 
and Plymouth. In most of these cases the trouble is religious 
differences. Thus the Rev. John Wheelwright was banished from 
Massachusetts for heresy in 1688. He settled Exeter about that time. 
When Mason died in 1635 his heirs claimed that many settlers 
in New Hampshire had no title to their homes and thus the settlers 
were considerably annoyed. In addition. Massachusetts claimed that 
her charter, granted in 1629, had for a northern bt)uiidary line an 
east and west line reaching from the Atlantic to the Pacific, passing 
three miles north of the source of the Merrimac. If you will exam- 
ine the northern l)oundary of Massachusetts as it is to-day you will 

notice that it is an east and west line 
three miles north of the mouth of the 
Merrimac. following somewhat the 
course of the river till a })oint three 
miles north of Lowell on the Merrimac. 
thence the line is clue west. This is 
the interpretation of the English courts 
in a controversy aliout the northern 
boundary of Massachusetts sometime in 
the l)ei>-inniDor of the eiojhteenth century. 
In 1611 the New Hampshire people 
asked to be uidted with Massachusetts. 
This was accomplished. The local 
towns retained control of local matters, 
but sent deputies (representatives) to 
the general court at Boston. In 1675 
New Hampshire was restored to one of 
Mason's heirs, and soon thereafter be- 
came a royal province. 

In 1719 Scotch-Irish immigrants 
settled at Londonderry and began the 
culture of tlax and the manufacture of linen. Among these early 
Scotch settlers was the father of Daniel Webster. 

It is said that the Ranker, a war vessel, was titled out in Ports- 

CD 

mouth during the revolution and that it was the first American 
vessel to fly the "stars and stripes."' Paul Jones commanded her and 




44 SEVIvXTH YEAR-FOURTH MONTH. 

succeeded in Ijeiiii"" the first to lower the Britisli tiai;- ou the high 
seas. 

This month's work is vt^ry ini])ortant. the reason being that it 
records the planting of democratic government in America, and also 
religious freedom. It should l)e lx)rne in mind that Massachusetts 
and Virginia re})resent all that is fundamental in the two great 
grou})S of colonies — the northern and southern. And wlnni these 
essential and jnnmary })rinci|)les are understood many other things 
will be easy. 

I ask the teachers to give some attention to the following topics 
and if you have pu})ils who can write uj)on them let them do so: 

1. Describe some of the evils in the English church which the 
Puritans wished to correct. 

2. Describe fully the form of government known as a "pure 
democracy". Have we any examples of this form of government in 
America to-day? If so. where? 

3. What moral elements in the cliaracter of the Pilgrims 
enabled them to surmount so many ol)stacles and finally to succeed? 
With these sanu' elements in your character, might you succeed as 
well as they? 

4. Were the Massachusetts authorities justified in l)anishing 
Roger Williams and Anne Hutchinson? Grive argument to sup})ort 
your answer. 

5. What is meant by a union of church and state? Give ex- 
anijiles to illustrate. Find the clause in the constitution which deals 
with this subject. 

G. Contrast the subject of education in Massachusetts with that 
in Virginia. Which section jn'oduced the greatest men? How do 
you account for this? 

7. Look u)) these subjects and write a little essay u[)on each of 
them: Magna Charta: The English Bill of Eights: The Body of 
Liberties: Declaration of Independence: Amendments to the Consti- 
tution of the United States. 

cS. Show the changes in the composition and functions of the 
General Court from Ki;}!) to the present time. 

*J. Give causes and results of the persecutions of the Quakers. 
10. Daniel Webster was l)orn in New Hampshire. Does the 
])lace of erne's V)irth have anything to do with his be(H)ming great? 
Give reasons for vour answer. 



SEVENTH YEAR— FIFTH MONTH. 45 



FIFTH MONTH. . 

Connecticut. — 1634. Contest between the Dutch of New York and 
the Eng'lish of ]Massachii.setts for possession. Settlement by Winthrop 
and Hooker. Pequot War. Union of Hartford, Wethersfield, and Windsor. 
New Haven. Conflict with Royalty. Charter Oak. 

Maryland. — 1634. Objects in founding the colony. Freedom. Loss 
of IMaryland to the Catholics. Restoration of ^Maryland to the fourth Lord 
Baltimore. Mason and Dixon's survey-. 

Rhode Island.— 1636. Williams's banishment and settlement of 
Providence. Rapid growth— why? Settlements at Portsmouth and New- 
port. The charter. 

Delaware.- 1638. Settlement by Swedes. Conquest by Dutch, and 
then by the English. Sale to Penn. 

Summary.- 1. Occupancv, the basis of right of possession. 2. Spirit 
of the Hartford Constitution. 3. Charter by Charles II. 4. English 
Catholicism in America. 5. ^lason and Dixon's line dividing the free and 
the slave states. 6. Growth of the "Libert3- of Conscience". 7. Attempt 
to found New Sweden. 

Review. 

Examination. 

NOTES ON THE FIFTH MONTH's \Y0RK. 

The story of the settlement of Connecticnt and its subseqnent 
history is an interesting chapter in the history of the United States. 

Shortly after the Dutch discovered the Hudson River in 1G09. 
they laid claim to the land to the east as far as the Connecticut 
River and as far west as the Delaware. In 1G13 or 1614 the Dutch 
began a trading post at the mouth of the Hudson. In about 1021:, 
the Dutch West India Company sent over 3(1 families to begin per- 
manent settlements in the newly acquired regions. Some of these 
30 families were sent to Fort Orange, and some into the valley of 
the Connecticut River, in order to hold the country for the Dutch 
West India Com})any. Those who went into the Connecticut valley 
built a fort where Hartford now stands, perhaps as late as 1()33. 
The English could not afPord to allow a rival so close, and Captain 
Holmes, of Plymouth, was dispatched to occupy the valley and hold 
it against the claims of the Dutch. He sailed up the river and when 
opposite the fort the Dutch threatened to fire on him if he did not 
turn back, but after considerable parleying the English passed the 
fort and at a point some ten miles above Hartford began the town 
of Windsor. 

Immigration from the settlements on the Massachusetts coast 
now became very active and families from Watertown, Mass., settled 
Wethersfield. about five miles below Hartford. None of the previ- 



46 SEVENTH YEAR- FIFTH MONTH. 

ous settlements had been mn(U' of families — only Ijy military and 
trading people — and so Wetlierstield is called the oldest town in 
Connecticut. 

In l()3t) a most picturescjuc movement to the valley occurred. 
It was the transfer of an entire community — the town of Newtown — 
from near Boston to Hartford. Nothing brings out the spirit of the 
early New England settlers more than this picture of the Rev. 
Thomas Hooker with his flock in Israel traveling on foot through the 
wilderness from Cam])ridgt^ to Hartford, a distance of one hundred 
miles, over mountains, through swamps, and across rivers. It took 
two weeks to make the journey. At night, when the day's march 
had been finished, they halted for rest and refreshment. The cattle 
were milked and turned out to graze, supper was prepared around 
the camp fire, and when the frugal meal had been served the vesper 
service was held. In the moriung the herds were gathered in, 
milked, and preparations made for the morning meal. Scriptures 
were read, psalms sung, and ])rayers offered; and amid the hjwing of 
the herds, the shout of hap})y children, and the songs of devout men 
and women the day's journey was begun. This is the material for 
the [)oet: and this picture, when properly presented, so the children 
may see the thoughts and feelings l)ack of the picture in the fore- 
ground, is powerful as a means of implanting high moral pur])ose in 
the boys and girls who may be fortunate enough to have their minds 
pro])erly directed by the earnest, intelligent teacher. 

In the fall of this year. Ib36. a son of Governor Winthrop took 
possession of the mouth of the Connecticut River. Here he l)uilt 
the town of Saybrook. This last settUnnent virtually decided the 
ownership of the valley, the Dutch withdrew their claim, and thus 
the valley was occupied by the English. 

We now have four ])rincipal settlements in the valley — Say- 
brook. Wethersfield. Hartford, and Windsor. They liad hardly 
gotten into their log huts l^efore the Pequots. a small tril)e of Indi- 
ans living in what is now southeastern Connecticut, began dei)reda- 
tions upon the settlers. As many as twelve or thirteen settlers were 
killed and many cattle driven off or killed. A general court was 
called to meet at Hartford. May 1. 1<)37. This court, representing 
the four valley towns, decided on war. Capt. John Mason, of Wind- 
sor, was put in chief command. The apjKirtionment of troops was as 
follows: Hartford. 42 men: Windsor. 3(1 men; Wethersfield. IS 
men: Saylirook furnished a ship, surgec^ns. and su})i)lies. which sailed 
for New London. These IH) men under Captain Mason were joined 
by a few friendly Indians. Mason attacked the Pecpiots in their 
village on Mystii- River, burned their wigwams, killed nearly 000 
Indians, wliile lie lost but two killed and sixteen wounded. The re- 



SEVENTH YEAR-FIFTH MONTH. 47 

maining Pequots. some -AGO. were chased west and annihilated as a 
tribe — the treaty providing for the division of the remnant between 
the Narragansetts and the Mohicans, while a few were sold into cap- 
tivity ill the West Indies. 

While the valley settlers were [chasing the Pequots west, they 
discovered the harbor at the mouth of the Quinnapiak River, where 
New Haven is now situated. 

In the spring of 103 8 the Rev. Mr. Hooker preached a very 
noted sermon. The valley settlers had discovered they were out of 
the jurisdiction of Massachusetts and were thinking seriously of 
formino- a new orovernment. So Mr. Hooker's sermon was to 
strengthen them in this notion. It had the desired effect, for in 
1639 a form of government was adopted called the "Fundamental 
Orders"'. It is now generally called the Connecticut Constitution. 
Bryce, the great English writer, says that it is "the oldest truly 
political constitution in America". It provided for the election of a 
governor, deputy governor, and six assistants ; and two representatives 
from each town. It marked out the relation between the general 
government of the colony and the local government of the towns. It 
defined the status of the church and its relation to the government. 
The credit for the first step toward constitution-making in America 
belongs to the Rev. Thomas Hooker, who argued that ''the founda- 
tion of authority is laid in the free consent of the people". He also 
said "they who have the power to appoint officers and magistrates 
have the right also to set the bounds and limitations of the power 
and place unto which they call them". 

This constitution created a republic which stands out as a beacon 
light amidst the tyranny and disorders of the surrounding colonies. 

Let us now study the New Haven colony. As was said above, 
the valley settlers discovered the site of New Haven while they were 
pursuing the Pequot Indians. This was in 1637, and the next year 
settlements were made by the Rev. John Davenport, a celebrated 
minister of London; Theophilus Eaton, a former governor of the 
East India Company, and Edward Hopkins, a merchant of London. 
These men came to Boston with emigrants in 163S, but not liking 
the looks of things around the bay. they sailed west and entered 
Long Island Sound and were presumably directed to the New Haven 
Bay by those who had seen it the year before. The history of the 
development of civil governnient in New Haven was much as that in 
Hartford. They adopted a constitution in 1639 and organized under 
it very much as was done under the Fundamental Orders. Small 
settlements sprang up around New Haven which sent representatives 
to the general court at New Haven. 

You will remember that in the discussion of the last month's 



48 



SEVENTH YEAR— FIl'TH :\IOXTH. 



W(-)rk wo spoke of the New Eiiiilaiid Confederacy. New Haven was 
one of the four colonies in that ctaifederacy. Nothing nnnsual 
occurred in this colony until in l()t)2. After the return of Charles 
II. to the English throne in lOOO. Connecticut made application for 
a charter, which was granted in 1()()2. This was a very liberal char- 
ter and was the fundamental law of the land from 10()2 to Isls. when 
a state constitution was formed. 

New Haven entered a very solemn j)rotest against being incor- 
porated with the Connecticut settlements in the charter granted by 
Charles II. The protest may be found in '"Hart's Contenn)oraneous 
History"; but she tinally yielded and everything was quite prosper- 
ous till Governor Andros, who came to rule for James II. in 1G8G, 
demanded the charter wdiich Charles II. had granted in 10(J2. You 
know the story of his failure to get it. Yet while Andros did not 
get the charter he suspended the government under it and held a 
rein over the people till his overthrow in 1089. However, the 
Connecticut people never created any strong opposition in England, 
and hence usually enjoyed as much royal favor as was consistent 
with a pretense of the 

enforcement of royal - v: / 

authority. When ; ^^V^ 

Andros was seized in 

KiSU and returned to 

England, CVjnnecticut 

])rouo;ht out her char- 

ter from the hollow tree and proceeded 

with her government in her own way 

till the Revolution. 

The next colony that we wish to 
study is Maryland. This is what is 
generally called a proprietary colony. 

George Calvert. Baron of Bal- 
timore, was a great friend of James I. 

He was interested in the colonization of the New A\ orit 
1(>2'.) he appeared in Virginia with forty colonists. ])ut the Vir- 
ginia colony would not let them stay because they were Catholics. 
Lord l^altiniore returned to England determined to secure permission 
of Charles I. to settle in some unsettled portion of the Virginia 
grant. The request was readily granted, for Charles" wife was a 
French Catholic and so had an influence on the King in Baltimore's 
favor. Before the charter was issued Baltimore died and the title 
and the grant fell to his son. Cecil Calvert. In KtHH Cecil Calvert 
started his brother Leonard with 200 colonists. They settled at St. 
Mary's in 1084. 




SEVENTH YEAR-FIFTH MONTH. 49 

The eliarter as finally given put the northern boundary at 40 
de^'rees north latitude, the western boundary the meridian passing 
through the most western source of the Potomac, and the southern 
bank of that river as the dividing line on the south, and the Atlantic 
on the east. 

It was the purpose to found a colony in the New World that 
would afford an asylum for English Catholics that might wish to 
come to this country. Besides, there was a bit of ambition about 
the matter. The Calverts wished to build up a great family })osses- 
sion in Virginia. The grant to the Calverts was different from any 
that had heretofore been granted. It was modeled after the Palatinate 
of Durham. That means that in England there were counties that 
had for their rulers persons with almost equal powers with the King. 
There were three such counties — Cheshire. Durham, and Lancaster. 
For special reasons the rulers of these counties had special "palace 
privileges." 

The King called Calvert the })roprietary. In other words, the 
owner of the colony. The proprietor had full power over the colony. 
By the charter the proprietor could erect manors, create a titled 
aristocracy, wage war, call out the military force, establish courts of 
justice, collect tariff duties, levy taxes with the consent of the free- 
men, and enact other needed laws. He could grant to his friends 
landed estates, and this he did to an ancestor of Charles Carroll, who 
was the last surviving signer of the Declaration of Independence. 
When Carroll signed the Declaration he put Charles Carroll of Car- 
rollton, for, as he said, he did not want to put the British govern- 
ment to any unnecessary trouble about finding him. He lived on 
his eetates at Carrollton, and it is said that the old mansion, chapel, 
and outbuildings are still to be seen much as they were nearly a 
century and a half ago. 

Charles I. was a Protestant and Calvert was a Catholic, so it 
was a compromise in granting the charter that one thing should be 
o-uaranteed — relimous freedom to all christians. There was also a 
clause in the charter which forbade taxation without the consent of 
the freemen. This led to a representative assembly. 

The general understanding seems to be that Maryland was a 
Catholic colony, but this notion should perhaps be modified. Of 
course the Catholic church was early started, and yet the Protestants 
were privileged to worship on an equal footing with Catholics. 
During the struggle between the Puritans and Charles I. in Eng- 
land it was difficult to keep down their representatives on this side. 
During the Cromwell supremacy in England the Protestants in 
Maryland passed stringent laws against the Catholics. Quakers 
were banished for refusing to take the oath of allegiance to Lord 



50 SEVENTH YEAR— FIFTH MONTH. 

Baltimore, but later on the Quakers were allowed to worship unmo- 
lested. 

The Virginia colonists never took kindly to the loss of their 
territory north of the Potomac. A Virginian l)y the name of Clay- 
borne held an island in the Chesajieake — Kent Island. His grant 
was from the king and antedated the charter to the Calverts. He 
refused to vacate or acknowledge the Calvert government. The 
case came before the English courts and was finally decided in favor 
of Calvert. So when the civil war liroke out in England. Clayborne, 
with the help of an English freel)ooter by the name of Ingle, took 
possession of the town of St. Mary's and compelled Calvert to flee to 
Virginia for safety. These two men and their sympathizers demol- 
ished Catholic missions, plundered royalists, and sent the priests to 
Enjjland in chains to answer false charges. This was about 16-45. 
In 16-40 Calvert was able to restore order and Clayl)orne was forced 
to flee to Virginia. All this time there was great complaint in 
England about the existence of a "Catholic*" colony in the New 
World. Calvert, in order to show his fair dealings, appointed a 
Protestant governor. But when Charles I. was beheaded and 
Cromwell came to the throne, three commissioners, one of whom 
was Clayborne. were appointed to reorganize the government along 
the lines of the Commonwealth. Very strict laws were passed 
against Catholics, one law reading ••that none who profess and 
exercise the Popish religion * * * can be protected in this province 
by the laws of England." The same laws were just as severe on 
Episcopalians. Baptists, and Quakers. These laws did not suit 
Cromwell, who declared that ••liberty of conscience is a natural 
riofht.'" The Government was restored to Lord Baltimore and free- 
dom of worship was granted to all Christians. The thirty years 
following were years of great prosperity. At the coming of William 
and Mary to the English throne, another civil strife between Cath- 
olics and Protestants led William to annul the charter and Maryland 
became a royal province and so remained till 171-"). when the control 
of the colony was returned to the Hfth Lord Baltimore, who was a 
Protestant, and the colony remained under the control of this family 
till the Revolution. 

Maryland was found well suited to the culture of tobacco, so 
as early as lT'2'.t Baltimore, at the mouth of the Patapsco River, 
was founded as an export city. 

The Mason and Dixon line has been so thoroughly misunder- 
stood that it is well to get at the truth of the matter. The grant of 
Maryland had for its northern boundary 40 degrees north latitude. 
This was also the southern limit of the grant to the Council for 
New England made l)y James I. in l()'i(l. Perha})s there was no 



SEVENTH YEAR— FIFTH MONTH. 51 

especial need for the Marylanders to fix definitely their northern 
boundary until Penn was given a grant by Charles I. in 1680-2, 
which included the Swedish-Dutch settlements on Delaware Bay 
and reaching northward five degrees, and westward somewhat indef- 
initely. When Penn laid out Philadelphia it was located at the 
upper limit of tide water. But when a more careful survey of the 
location was made it was found to be south of the 40th degree of 
north latitude. Penn had also obtained from the Duke of York a 
cession of the Swedish settlements on the upper part of Delaware 
Bay. It is thought that the king really intended to grant to Penn 
some coast of the bay. Penn claimed that the Calverts had forfeited 
their claim because they had allowed the Swedish-Dutch settlements 
to continue on the bay. This led to efforts to fix the dividing line 
between the two colonies by the courts, but finally it was adjusted 
by calling in two English surveyors — Mason and Dixon. They ran 
the lines fixing the boundaries for Delaware, Maryland and Penn- 
sylvania as they are today. The boundary between Pennsylvania 
and Maryland was fixed at 3U degrees and 43 minutes. This line 
runs about 17 miles south of the parallel of Philadelphia. This line 
was marked by stones every mile, and every five miles the opposite 
faces contained the coats of arms of Penn and Baltimore. This is 
the famous Mason and Dixon line. It had nothing whatever to do 
with slavery. It just so happened that in after years Pennsylvania 
was a free state and Maryland was a slave state, and it became handy 
to speak of the Mason and Dixon line as the dividing line between 
freedom and slavery. 

Khode Island is a small state but its history is quite as inter- 
esting as that of some larger states. The banishment of Roger 
Williams from the Salem colony has been recited. Williams claimed 
that no government had a right to make a man pay taxes to support 
any particular church or minister. Every man has the right to 
worship God according to his own conscience. He also insisted that 
the Indians should be paid for their lands. For these doctrines he 
was to be sent to England. But he escaped into the wilderness and 
lived one winter with the Indians. He bought of the Narragansett 
Indians some land on Narragansett Bay and founded the town of 
Providence, in 1636. Shortly after this Anne Hutchinson was 
banished from Boston. She and some friends bought the island of 
Rhode Island from the Indi&ns and began a settlement there. It 
was called Portsmouth. The next year there was a secession from 
Portsmouth, and Newport was founded by Coddington. The two 
settlements. Providence and Rhode Island, seem to have been entirely 
separate little republics for many years. There was a great deal of 
contention in these two settlements. This is not to be wondered at 



52 SEVENTH YEAR-FIFTH MONTH. 

when it is remembered that these settlements were open to all comers. 

There was a government formed in each colony consisting of a 
governor, deputy governor, and assistants, the latter making up the 
upper house, while the lower house was democrfitic, l)eing composed 
of all the freemen. 

Through the efforts of Roger Williams the three towns, Provi- 
dence, Portsmouth, and Newport, with one or two smaller towns, 
were united under a charter granted during the reign of Charles I. 
in 1G41, under the title of "'Providence Plantations.'' It provided 
that the towns on Narragansett Bay might be ruled "by such form 
of civil government as by the voluntary consent of all. or the great- 
est part of them, shall be found most serviceable to their estate and 
condition."' From this privilege there grew up a very interesting 
practice. It was this: When a law was passed by the governor 
and the assistants, it was then sent around to the various towns for 
the signatures of the freemen. If the freemen, by majority vote of 
any town, should vote against a l:)ill it failed to become a law. Thus 
we see a practical working of the Referendum of which we hear 
something in these later days. A law was thus passed which pro- 
vided that "'all men may walk as their conscience persuades them."' 
About 11)48 Coddington (jf Newport got a distinct and separate 
charter for Portsmouth and Newport. But in ItiSi Williams healed 
all troubles and the towns were reunited. But ever since that time 
the state has had two capitals, one at Newport and one at Providence. 

In ICA'iS Charles II. granted a very liberal charter which re- 
mained the fundamental law of the land till 1843, May 1. In 1776, 
when the British yoke was thrown off, the people struck out the 
clause which required loyalty to the English crown and inserted in 
its stead a clause providing for an oath of allegiance to the State of 
Rhode Island. 

In all the history of this colony there was never any limitation 
upon the coming of people from other colonies or from the coun- 
tries of the Old World. It has been said of its religious toleration, 
that if one had lost his religion, he might find it in Proviilence 
Plantations. Its venerable Stephen Hopkins, the palsied patriot 
who signed the Declaration of Independence for Rhode Island, put 
forth the doctrine which of late years is finding its way into our 
text-books, that "'the Parliament of Great Britain had no more right 
to make laws for the Rhode Islanders than they had to make laws 
for the Mohawks." General Greene of Revolutionary fame was a 
native of Rhode Island. 

Delaware is the last colony for this month. The first perma- 
nent settlement was by the Swedes at the present site of Wilming- 
ton and was called Christina. But this region was claimed bv the 



SEVENTH YEAR-FIFTH MONTH. 53 

Dutch who were settled at New York. In ir>55. therefore. Stuy- 
vesant appeared in the Delaware Bay and River and demanded the 
surrender of the province. The Swedes were allowed to remain and 
continue somewhat in their accustomed way. But in H'A'A the whole 
of New Netherlands fell into the hands of the Duke of York, and so 
Delaware became subject to English rule. In 1680, when Penn 
received his grant from Charles II.. the Duke of York ceded the 
"lower counties on the Delaware" to him in order that Penn might 
have free access to the ocean. When Penn came to take possession, 
quite a ceremony occurred at New Castle, just below where Phila- 
delphia is. Penn was given the key to the prison; with this he 
locked himself in the prison and then released himself. This was 
to show that he was chief in authority. He was next given a piece 
of sod with a twig in it to show that he owned the land and all 
thereon. He was next given some water from the river to indicate 
his sovereignty over the rivers. He then proceeded to the present 
site of Philadelphia. 

Because of discontent the settlers on the Delaware were given 
a deputy governor and an assembly about 1691, but a little later 
were again joined to the "Province of Pennsylvania." In 1703 the 
three lower counties on the Delaware were recognized as a distinct 
colony and were allowed an assembly, but had the same governor 
that Pennsylvania had. 

In 1776 it was declared an independent state and furnished 
some good fighters in the revolution — they were called the "Blue 
Hen's Chickens." I wonder why? 

This is a big month's work although it looks short and easy in 
the Course. Perhaps you will find time to work out answers to 
these questions: 

1. What do you think of the relative claims of the Dutch and 
English to the Connecticut valley ? Write out the answer. 

2. What essential difference do you see in the make-up of the 
settlers under Hooker and the first settlers in Virginia ? 

3. Explain as fully as you can, what the "Fundamental Orders" 
were, and why they are considered so significant by writers on 
history and civil government. 

4. Were the severe measures used by Mason in dealing with 
the Pequots justifiable? Give your reasons in an orderly arrange- 
ment in writing. 

5. Give in full the rule of Andros as Royal Governor in New 
England and weave in the story of the Charter Oak. 

6. How do you account for the existence of so bitter a feeling 
toward Catholics in Virginia in the first part of the seventeenth 



54 SEVENTH YEAR— FIFTH MONTH. 

century? Also, how do you account for the founding of so liberal 
a government by the Calverts in Maryland "? 

7. Give the exact boundaries of Maryland and tell how and 
why they were afterward modified. 

8. Account for the rapid growth in the Rhode Island colony. 

9. Collect together ten of the greatest names thus far connected 
with the settlement of the American colonies and state the greatest 
quality, trait, or act connected with each name. 

10. Write an argument and support it with historical facts to 
show that political and religious freedom had a wonderful growth 
in the colonies from 1G07 to the close of this month's work. 



SEVENTH YEAR-SIXTH MONTH. 55 



SIXTH MONTH. 

The Carolinas.— 1663. The grant of Charles II. Character of the 
colonists. The Grand Model. Failure; why? Culture of rice, indigo, 
and cotton. 

New Jersey.— 1617. Dutch claim of the territory between the Hud- 
son and the Delaware River. Possession taken by English, and settlement 
of Elizabethtown. Purchase by Friends. Change in form of government. 

Pennsylvania.— 1681. The grant to Penn. Settlement of Philadel- 
phia. Religious and political freedom— basis of government. Treaty with 
the Indians. Growth of Philadelphia. 

Georg-ia.- 1783. Oglethorpe's Plan. Character of the settlers. Silk 
culture. Prohibitory laws. Wesley. Whitefield. Conflict with Spaniards 
of Florida. 

French Explorations.— Explorations of the Jesuits around the 
lakes. Joliet and Marquette discover the Illinois and the Mississippi. 
LaSalle takes possession of the interior in the name of the French King. 
Founding of Mobile and New Orleans by the French. 

Snmniary.— 1. Failure of Locke's Feudal system. 2. Industries of 
the Carolinas. 3. Popular government in Pennsylvania. 4. Growth of a 
great city. 5. Benevolence of Oglethorpe. 6. Restrictive laws in Georgia. 
7. Activity of the French. 

Review. 

Examination. 

NOTES ON THE SIXTH MONTH's WORK. 

Perhaps the teacher and pupils both have observed that no 
colony has a history wholly alone. Every colony studied so far has 
had intimate, yes vital, relations with some other colony: Virginia 
with Maryland; Massachusetts with Connecticut and Ehode Island; 
New York with Connecticut, New Jersey, and even with Delaware; 
Pennsylvania with Maryland and Delaware; New Hampshire with 
Massachusetts and afterwards with Maine and Vermont. 

This is no new discovery, for Paul, the great apostle, said, 
"For none of us liveth to himself, and no man dieth to himself." 
Just as we notice that no colony has a history separate and distinct, 
so none of us lives wholly apart from all others. But we are mem- 
bers of a great organic whole. For us as individuals this is society 
at larofe. For us as states the organic whole is the United States. 
For us as a nation the organic whole is the great body of nations on 
the earth. And for us as a great present world of nations the 
organic whole is the countless ages that have gone before and the 
countless ages yet unborn whose weal or woe we have in sacred 
keeping. And this is the highest point of view for the statesman, 
the philanthropist, and the poet — to see properly adjusted the three 
great divisions of world history, the past, the present, the future. 



56 SEVENTH YEAR-vSIXTH MONTH. 

As teachers we fre(|ut'utly forget to make this adjuslmciit of rela- 
tions even with the smallest nnits of history, or arithnictic. or litera- 
ture, or science, not to say anything about the relation of one of 
these to the other. But we are doing better, I am sure, along this 
line than we did some decades ago. The schc^ol journals, the works 
upon pedagogy, the institute, and the very many teachers" clubs 
and other educational o^atherings are doing much t(j assist us in 
solving the problems before us. 

There is perhaps another matter, not quite so abstract as the 
foregoing, which perhaps the teachers and pupils have noticed. 
That is that there were no new colonies planted in the New World 
between the settlement of Delaware in 1038 and the settlement of 
the Carolinas in 1063, a quarter of a century. There is a good 
reason for this. It is found in English history. Possibly you may 
think there is about as much English history in these notes as there 
is United States history. Well, you would ex})ect an English colony 
to partake largely of the movements that were going on in the home 
country. Yon will therefore be patient while I recall a few things 
that are of interest across the waters. 

The Stuart family, in the person of James I., came to the 
throne of England in 1()03. He reigned for twenty-two years. In 
his reign Jamestown was settled and the Plymouth colony was 
planted. And while no other permanent colonies were planted, yet 
there w^as much progress made toward future colonization. James I. 
was succeeded by his son, Charles I. He ruled from 1625 to the 
fall of 1049. The first part of this reign covers the settlements at 
Salem and Boston, in Massachusetts; Portsmouth and Dover, in New 
Hanq)shire; Hartford. Windsor. Wethersfield, Saybrook. and New 
Haven, in Connecticut; St. Mary's, in Maryland; Providence and 
Newport, in Rhode Island; Wilmington, in Delaware; New Amster- 
dam, in New York, and Bergen, in New Jersey — although the last 
three were not made under English rule. 

Now, while there was going on this evident activity in coloniza- 
tion, there was also going on in England a revolution. The histo- 
rians tell us that the Stuarts believed in the ''divine right of kings." 
That meant that kings were divinely appointed to rule upon earth, 
deriving their authority directly from God and being responsible to 
Him only — in no sense responsible to the people. It is said James 
I. had a saying which he was continually repeating — "a Deo rex, a 
rege lex." (God makes the King, the King makes the law.) 
Starting out with this notion, they naturally and logically came to 
the conclusion that Parliament, the people's representatives assem- 
bled, had no rights which they (the kings) were bound to respect. 
Charles was more headstrong than James, and in addition to the 



SEVENTH YEAR-SIXTH MONTH. 



57 



political thought in the King's theory there was that worse doctrine, 
that the King is the head of the church. 

There was a strong body of dissenters from the Episcopal faith 
who usually disagreed with the King along the two lines alcove 
mentioned. So it did not take Charles long to bring on a young 
revolution. Having been baffled in every move nearly which he 
undertook, he finally decided to coerce Parliament with the army. 
The conflict of arms began in 1(J42, and was waged with more or 
less earnestness and vigor till 1649, when Charles was beheaded and 
a republic in form established. For four years Parliament and the 
army manage affairs; then Cromwell rules till 1(358, his son rules 
till 1659. and then the army and parliament till 1660. Charles, the 

son of Charles I., is 
called from his exile and 
ascends the throne as 
Charles II. 

And the foreofoins: 
is the explanation of 
the absence of the plant- 
ing of new colonies. 
There had been growth 
in the colonies in Amer- 
ica during that time. Quite a number 
of planters had moved south from James- 
town and Williamsburg, and had settled 
near the Chowan River, now in North 
Carolina. 

Charles II. was very generous. He 




gave New York to his brother. 



although 



New York was at that time a Dutch colony. He gave Virginia to 
two favorites, Culpepper and Arlington. He also gave what is now 
North and South Carolina to some friends, eight in all. as follows: 
Earl of Clarendon, Duke of Albemarle, Lord Shaftesbury, Lord 
Craven, Sir John Colleton, Sir George Carteret, Lord Berkeley, and 
Sir "VVm. Berkeley. 

The proprietors set about looking after their gift. They found, 
as I have said, quite a settlement on the Chowan River. These were 
Virginia planters who had moved across what is now the line. The 
charter to the eight proprietors seems to have been somewhat indefi- 
nite at first, but in 1665 a charter with more definite boundaries 
was obtained. The northern boundary reached the parallel of 36 
degrees and 30 minutes, while on the south it reached the 29th 
parallel. It thus overlamied the original Virginia grant and con- 
siderably overlapped the Spanish claims in Florida. The grant ran 



58 SEVENTH YEAR— SIXTH MONTH. 

west to the Pacific Ocean. In the meantime quite a colony from 
the Barbadoes Islands came to this region and settled at the mouth 
of the Cape Fear River. These two settlements, the one on Chowan 
and the one on the Cape Fear, were called respectively the Albe-- 
marie colony and the Clarendon colony. In 1()70 two ship loads 
came from England and settled on the present harbor of Charleston; 
in 1780 they removed to the tongue of land between the Ashley and 
the Cooper Rivers and founded Charleston. 

The charter guaranteed religious freedom, and was very similar 
to the one granted by Charles to Rhode Island in 1663. The colony 
was o^overned by a governor, twelve assistants, and a house of repre- 
sentatives of twelve members. This law-making body in 1069 
passed a law that any debtor coming to Carcjlina to settle should be 
relieved of his obligation, and as a result hundreds of debt-burdened 
people flocked to the Carolinas. And while many of these debtors 
were not calculated to make good citizens, yet there was a steady 
influx of French Huguenots, Swiss-Germans, Scotch-Irish, and 
Scotch Highlanders, who added much of that rugged patriotism 
which showed itself in 1776-81. 

It would perhaps not be best to pass by entirely the Grand 
Model. It reveals the spirit of the times. It was indeed an "expe- 
riment''. It was a constitution written for the proprietors by John 
Lock and Earl of Shaftesbury. It provided for an aristocracy and 
it was openly argued that it prevented the growth of democracy. 
There were four castes: 1. Negro slaves, who were regarded as 
property. 2. Serfs, poor whites. These had no rights and could 
not leave the lands or manors without permission. Their children 
should forever be serfs. 3. The untitled land holders. These 
could take part in certain forms of legislation. -1. The nobility. 
These held vast estates and wore titles. Above all this was the 
corporation, the eight proprietors. These were a close corporation, 
the oldest representing the English King. It may be there are 
several lessons to be learned from this "experiment". One is that 
it is always best to reckon irith the host. The Carolinians would 
have no such foolishness, and so after twenty years of annoyance 
the whole thing was abandoned. 

The soil of the Carolinas is very rich. It is known as a coastal 
plain, and because of the abundant rainfall and warm summers 
indigo, rice, cotton, and tobacco were raised in abundance. Besides, 
the products of the pine forests brought much wealth into the colony. 

In 1729 the proprietors, worn out with contentions, sold out 
their claims to the King and Carolina was divided into North and 
South Carolina and they became royal provinces, and so remained 
till the Revolution. 



SEVENTH YEAR— SIXTH MONTH. 



59 



Perhaps von will notice in the Course of Study that New Jersey- 
has the date 1617. This is an error: the date should be 1G()5. This, 
however, is to be said: there was a trading post in New Jersey as 
early as 1617. There were other trading posts erected here and 
there, but no eft'orts at home-making till 1665. And usually the 
date of the settlement of the colony is held to be the one where 
actual settlements begin. 

As I have just said, the Dutch had erected trading posts in 
New Jersey very early. They knew the English would claim the 
land and they built a "fort over on the Delaware, opposite the site of 
Philadelphia, and called it Fort Nassau. 

When the Duke of York came into possession of the Dutch 
possessions, in 166J:, he claimed New Jersey and took possession 
without delay. He transferred the land between the Hudson and 
the Delaware to two friends, Lord Berkeley and Sir George Carteret. 
The region was named New Jersey because Carteret had been gov- 
ernor of the island of Jersey in the English channel during the 
Puritan Revolution and had held it for the crown. 

In 1665 Phillip Carteret, a nephew of Sir George, came with 
a body of English emigrants, who founded the town of Elizabeth. 
From "this time on for several years there was a rapid immigration 
toward New Jersey, not only from several countries of the old world, 
but from several of the English colonies in America. 

A government was 
organized by the ap- 
pointment of a pro- 
prietary governor and 
council by the owners 
of the province. The 
owners also allowed 
^the people to send 
representatives to a 
lower house, thus giv- 
ing the people the 
power over taxation. 
In 1670 the owners 
asked the settlers to 
pay a land rent of 
half -penny per acre. 
This aroused strong opposition, and Carteret's relations with his 
colonists in the eastern half was so annoying to Berkeley, who claimed 
the west half, that he (Berkeley) sold his undivided half to two 
Quakers, John Fenwick and Edward Byllynge. Byllynge became a 
bankrupt, and William Penn was the chief creditor. He thus came 




60 SKVHXTH YKAR-SIXTH .MONTH. 

into possession of most of West Jersey. The Quakers were very 
strong in the western half of the colony and they induced Berkeley 
to consent to a definite line separating the two undivided halves. 
This line was drawn from Little Vjgg Harljor on the Atlantic coast, 
near the south end of Long Branch, to a point on the Delaware in 
latitude 41 degrees and -tO minutes, and so we have the expression, 
''the Jerseys.'" In 1(J82 Penn and other Quakers bought out Car- 
teret's interest in East Jersey. 

Matters ran fairly well till Andros came to New England as 
governor in ll)S(). The proprietors surrendered their patents in 
IGSS and New Jersey was joined to the New England provinces. 
Much trouble arose over the rents aiul titles to lands until the [people 
were in despair. It was with difficulty that order was maintained. 
In 1702 the proprietors surrendered their claims to the crown. It 
was attached to New York and was usually ruled by a deputy govern- 
or. All religious bodies except Catholics were free to enjoy their 
peculiar beliefs without hindrance. 

We have studied Maryland, Delaware, New Jersey, and New 
York, and have therefore studied all around Pennsylvania. Penn, 
a great Quaker of England, had a claim against the English King 
for £!(),{){){), left him by his father, who was an admiral 
in the English navy. In order to discharge the debt, Charles II. 
granted Penn the land included in Pennsylvania. It so ha})})ened 
about this time that Penn had become financially interested in West 
Jersey, as recited above, and having received the "three lower coun- 
ties'' on the Delaware from James, Duke of York, he came in 1()82 
to take possession. His coming and the formalities of his taking 
possession have been given in connection with the notes on Delaware 
in last month's work. 

Philadelphia was laid out in IGSS. Treaties were made with 
the Indians, and the })eople allowed a hand in making the laws. 
These were very wholesome. They provided that: 1. All colonists 
should be protected in their worship of God. 2. All tax-payers had 
a right to vote, and that any Christian nnght hold office. 3. Chil- 
dren should be taught some useful occupation. 4. Death should be 
inflicted for only two crimes — murder and treason — and that every 
prison should become a workshop and place of reformation — a new 
thought in the history of the world. The foregoing fundamental 
principles in government are called in history the "Great Law". 

The growth of Philadelphia, and of the entire colony as well, 
was very rapid. Penn returned to England in 1684. At that time 
fifty townships had been settled, and there were seven thousand 
colonists within the limits of the colony and three hundred houses 
in the town of Philadelphia. By the time of the Revolution Phila- 



SEVENTH YEAR— SIXTH MONTH. 61 

delphia was the largest city in the thirteen colonies and had the 
most perfect system of roads connecting it with smaller towns near. 

Penn ruled till his death in 1718, when his heirs came into 
possession of the province. But there were dissensions up till the 
Revolution. During this struggle the State of Pennsylvania bought 
out the claims of the Penn heirs for the sum of !i^(350,000. 

The last colony settled was Georgia. General Oglethorpe, a 
prominent English philanthropist, was desirous of relieving the dis- 
tress of English debtors. He associated with himself twenty other 
public spirited Englishmen and prevailed upon George II. to grant 
them the land to the south of South Carolina for a colony for Eng- 
lish poor. The charter was issued. It provided that the governor 
be appointed by the trustees for four years; after this the crown 
should appoint. The settlers had nothing whatever to do with the 
management of the colony's atfairs. Slavery was prohibited so that 
there might be no competition of cheap labor. Rum was not 
allowed, and all religions, except the Catholic, were tolerated. It 
was confidently thought by Oglethorpe that the silk industry would 
grow to extensive proportions. 

The first settlement was made on the present site of Savannah 
in 1733. Religious refugees from Austria came in 1731, and later 
Scotch Highlanders settled toward the south to protect the colony 
from the Spaniards in Florida. The settlers complained of their 
treatment by the trustees in that they had no voice in the manage- 
ment of affairs, were not allowed to own slaves, and could not trade 
with the West Indies. 

Among the early comers to the colony were the two Wesleys, 
John and Charles. John came to do missionary work and Charles 
as secretary to Oglethorpe. After John Wesley had preached 
throughout the colony he returned to England and the Rev. George 
Whitefield, an eloquent man, came and preached not only in Geor- 
gia, but all u}) and down the Atlantic coast. He is said to have 
preached to audiences of from twenty to sixty thousand people. He 
bought a great plantation in Carolina, stocked it with slaves, and 
used the earnings to found a hospital in Savannah. He favored 
slavery and said Georgia could never prosper till she had slaves to 
do the work, and it was largely through his influence that slavery 
was brought into the colony. Soon thereafter rum was legally im- 
ported, and then the colonists were satisfied — they had slaves to do 
their w^ork and plenty of rum to drink. 

After much contention and complaint the trustees surrendered 
their charge to the crown in 1751 and Georgia became a royal prov- 
ince. Under the royal governor the people elected a lower house, 
and thus got some experience for the change which came in '7(5. 



62 SEVENTH YEAR— SIXTH MONTH. 

We have now traced the settlement of the entire Atlantic coast 
from Maine to Florida. With the exceptions around the mouth of 
the Hudson, these were all English settlements. That does not 
mean that there were not other nations represented in these thirteen 
colonies, for in some instances there were large settlements of Dutch, 
French, Scotch, Moravians, and Irish, but it means that English 
laws prevailed, the English language was spoken, and English cus- 
toms predominated. 

But we must now turn our attention to our neighbors on the 
north and west. 

The St. Lawrence was discovered and explored by Cartier in 
1534:-5 and the whole country proclaimed as New France. (The 
territory around the mouth of the St. Lawrence was called Acadia.) 
Settlements were undertaken about 1541, but they failed. During 
the latter part of the sixteenth century the French were trying to 
establish themselves on the coast of Georgia, Carolina, and Florida. 
So not till 1608 was anything permanent done in the regions of the 
St. Lawrence basin. Quebec was settled in that year. The French 
under Champlain entered into a treaty with the Algonquin Indians, 
who were bitter foes of the Iroquois of New York. This led the 
French and Algonquins to attack and defeat the Mohawks in 1(309. 
This incident created a perpetual hatred on the part of the New 
York Indians for the French. In after years when the Jesuit 
missionaries came to convert the New York Indians they were tor- 
tured by the Indians in indescril)able manners. This was safety to 
the New England and Middle colonies, for the French must go west, 
not up the St. Lawrence, but up the Ottawa River. From the upper 
waters of the Ottawa they crossed readily to the waters of Lake 
Huron. This put them in the heart of a vast domain. From here 
in 1073 Joliet and Marquette go in search of the Father of Waters. 
Their journey led from a French post near Mackinaw westward to 
Green Bay, up the Fox, across the portage to the Wisconsin, down 
that river to the Mississippi. Down the Mississippi to the mouth 
of the Arkansas. Here they halted and retraced their steps. On 
the way back they went up the Illinois River, crossed over the port- 
age about where Chicago is and returned to make their report to the 
French governor. 

About ir»7*J La Sall(\ at the head of an expedition, came out of 
Canada, sailed down the Illinois River, and stopped at Peoria. This 
was made headquarters, and from here many expeditions were sent 
out. One of these by Father Hennepin went as far north as St. 
Paul. A garrison left here by La Salle was destroyed by the Indi- 
ans, and so La Salle fitted out another ex[)cdition to reach the mouth 
of the Mississip})i River. In April, 1082, La Salle reached the 



SEVENTH YEAR-SIXTH MONTH. 



63 



mouth of the river and a few days later, amid volleys and shouts, 
he set up a wooden column bearing the arms of France and pro- 
claimed the authority of the French King over the country drained 
by the great river. From this time on French forts, and missions, 
and trading stations multiplied and ere long France was occupying 

a string of forts from 
the mouth of the St. 
Lawrence, by way of 
the Great Lakes,down 
the Mississippi to the 
Gulf of Mexico. 

In 1702 the French 
under Iberville 
founded Mobile, and 
in 1718 Bienville, 
another Frenchman, 
said to be a brother 
to Iberville, com- 
menced New Orleans. 
We shall not take the 
time now to review 
the growth of Illinois 
under French rule, 
but the teacher should 
take the pains to look up the matter and give it to the children in a 
talk, which could not be otherwise than interesting and helpful. 

REVIEW QUESTIONS FOR THE MONTH. 

1. Do you think a successful colony could be planted with 

criminals and debtors? If not, why not? 

(In the reign of George I., 1717-19, the courts could transport felons 
to the American colonies. After 1776 England transported her criminals 
to Australia up to 1853. Since then penal servitude has been substituted.) 

2. What was essentially and fundamentally wrong with the 
government under the Grand Model? 

3. What do you think of the way England treated the Dutch 
who occupied the Hudson and Delaware valleys? 

4:. Suppose it very doubtful whether a people is ready for self- 
government, would those in power be justified in withholding it? 
Give your reasons. 

5. Explain fully all the reasons for the rapid growth of Phila- 
delphia and Pennsylvania. 

6. Describe fully the character of the settlers in Georgia, and 
show why their colony did not prosper. 




64 SEVENTH YEAR— SIXTH MONTH. 

7. Write an essay on ''Jesuits". (For preparation read articles 
in cyclopedia.) 

8. Show the motives of tlie French in getting into the St. 
Lawrence valley and the lake region. 

9. Find out all you can about Kaskaskia and put it in the form 
of an essay. 

10. Which of the thirteen colonies do you think has contributed 
most to our educational growth; to our industrial development; to. 
the spread of religious freedom ; to the perfecting of political insti- 
tutions? Give your reasons for your answers. 



SEVENTH YEAR-SEVENTH MONTH. 65 



SEVENTH MONTH. 

Claims to Territory.— English hold the Atlantic coast from Maine 
to Florida. Their claims extend west to the Mississippi River. Spaniards 
hold Florida, the West Indies, Mexico, and the majority of Central and 
South America. French hold the St. Lawrence River and adjacent terri- 
tor^^ the countrv' near the Great Lakes, and the Mississippi valley and 
east to the Alleghany- ^Mountains. The Dutch and Swedes have been dis- 
possessed by the English. 

Four French and Indian Wars with the English.— King Wil- 
liam's War, 1689—1697. Schenectady-. Haverhill. Port Ro3^al. Queen 
Anne's War, 1702—1713. Deerfield. " Port Ro^-al. Nova Scotia. King 
George's War, 1744—1748. Capture of Louisburg. French and Indian 
War, 1754—1763. Encroachment of the French on the Ohio. Washing- 
ton's message. Albany- Convention. Braddock's effort to drive out the 
French. The English capture New Brunswick. Pitt. The English cap- 
ture Ft. Du Quesne. Fall of Quebec. Treat3- conditions. 

General Review.— 1. Name the thirteen colonies. 2. Distribution 
of population. 3. Social life in the colonies. 4. Education among the 
people. 5. Material improvements— roads, bridges, public buildings, etc. 
6. Commerce. Products imported and exported. 7. Forms of colonial 
governments: (a) Royal; (b) Charter; (c) Proprietary. 8. How laws 
were made. 9. Interference in domestic affairs bj- the English govern- 
ment. 

Examination. 

NOTES OX THE SEyENTH MONTH 's WOEK. 

We need to do some geography work for this month. The 
thirteen states lie along the Atlantic coast from Maine to Florida, 
a distance of more than 1200 miles. The settlements are not wide, 
that is do not reach far back into the conntry at any point. 

The western boundaries were not very well established. Per- 
haps Rhode Island, New Jersey, Delaware, and Maryland had no 
claims whatever beyond what they now hold. Nearly every other 
of the thirteen states claimed farther west than they then occupied. 
Some of the old charters and patents recognized the South Sea as 
the western boundary. Later the Mississippi was as far west as any 
claimed. 

Let us look at this region from the standpoint of the geogra- 
pher. The general direction of the Atlantic coast is from southwest 
to northeast. This direction is given by the mountain system which 
has that trend running from western Georgia through these thirteen 
states and on into Canada. This mountain system is not a compli- 
cated one; it is comparatively simple. It is in the main made up of 
two general parallel chains occupying a narrow, low plateau. These 
chains bear different names in different places, but the east one is 
generally known as the "Old Appalachian range"'; the one to the 



66 SEVENTH YEAR— SEVENTH MONTH. 

west as the "Alleghany ridges"; the low, irregular trough between, 
as the "Great Valley". The gentle foothills to the east are known 
as the "Piedmont Belt"", and the gentle slope from the Piedmont 
Belt to the sea as the Atlantic coastal plain. To the west the phys- 
ical feature corresponding to the Piedmont Belt is called the "Alle- 
ghany plateau'". This gradually passes into the great valleys of the 
Ohio and Mississippi Rivers. 

From Florida to the mouth of the Hudson the coastal plain has 
a width varying from a few miles in the narrowest part to perhaps 
two hundred in the widest. This level region is known as the tide- 
water region, for the tides go up the rivers some distance. The 
rivers seldom join and hence there are no very large streams. From 
the mouth of the Hudson northeast there is scarcely a sign of the 
coastal plain and the Piedmont Belt comes down to the coast with 
its bold, rocky cliffs. 

We must now see these thirteen colonies strung along this 
coastal plain and on this Piedmont Belt. And while this mountain 
system is nowhere insurmountable, yet our early forefathers did not 
find it an easy task to cross over into the Ohio and Mississippi re- 
gions. There were three very good reasons for this: 1. There 
were no roads leading over the mountains. 2. There were hostile 
Indians just back of the settlements. 3. There was no especial 
need to go beyond the mountains. And so while the English colo- 
nies claim the land bounded on the west by the Mississippi River, 
on the north by the lakes, on the south by Florida, and east by the 
Atlantic, yet they occupy only a very narrow strip on the Atlantic 
coast. 

The Spaniards held what is now Florida, a strip running west 
bordering on the Gulf with no definite northern boundary, what is 
now Southern Louisiana, all of Texas. New Mexico, and of course 
all of Mexico and South America. They also held the principal 
West India Islands. However, we are not much concerned about 
the Spaniards, as their presence in the Western World has afiPected 
our history so very little. 

But it is essential that we know more of the claims of the 
French. They had entered the continent through the gateway of 
the St. Lawrence. They had occupied the river and lakes and 
had erected forts, trading posts, and missions throughout the imme- 
diate region of the Mississi])pi River and its principal tributaries. 

The Dutch and Swedes as distinct nations have disappeared 
and their former possessions are now held by the English. This is 
the condition of things in general at the time of the first French and 
English war in America. 

The first of these is known as "King William's War." Now it 



SEVENTH YEAR-SEVENTH MONTH. 67 

is easy for the average teacher with an average class to understand 
the actual war in the colonies. I presume the pupil has no trouble 
finding the places of chief interest in the war, and to draw a fairly 
accurate picture of the movement of armies, the movement of the 
stealthy Indians, and the massacre of innocent women and children. 
But teacher and pupils do not always find in their texts a very clear 
statement of causes. And since I think this is so, I venture to 
point out the causes as I understand them and not dwell so much 
on the movements of the armies in America. 

You will remember in the last month's work, I recited some 
English history especially with regard to the conduct of the Stuart 
kings. For more than a century England had been a Protestant 
nation, the Episcopal religion being the legally constituted religion. 
During the seventeenth century, that is from 1603 to the breaking 
out of King William's War. the following kings reigned: James I., 
1603-1625; Charles I., 1625-1649; Cromwell's Republic, 1649-1660; 
Charles II., 1660-1685 ; James II., 1685-1688. Then came William 
and Mary. Now all this time there was a great conflict between 
the kings, who stood as the head of the Episcopal church, and the 
Puritan party and its sympathizers. The struggle was a political 
one as well as a religious one. In this conflict between the king 
and the people. France was always with the king, at least in sym- 
pathy with royalty. So when James II., who was suspected by the 
English people of trying to reestablish the Catholic religion in 
England, was driven from the English throne in 1688, he fled to 
France for safety. The French king espoused his cause for two 
reasons — ^first, the English nation was drifting away from the gov- 
ernment of an absolute monarch, and this the king of France wished 
to check; and second, the French king was willing to help restore 
James II. for the sake of having the Catholic church reinstated in 
England. 

William and Mary ascended the throne of England in 1689, 
(Mary was James II. 's oldest daughter), and in a short time Louis 
XIV. was in war with England trying to restore James to the 
throne. Of course it was not long before the French and English 
colonies on this side were at war. and this is called "King William's 
War." The French were strongly fortified at Montreal, Quebec, 
and Port Royal. Count -Frontenac, a brilliant French soldier, was 
entrusted with France's interest in America. He planned the 
destruction of New York, but was prevented by the timely interven- 
tion of the Iroquois, who, you will remember, were friends of the 
English and great haters of the French. The Iroquois made an 
aggressive campaign into Canada and are said to have roasted 
French captives under the very walls of Montreal. Frontenac de- 



68 vSEVEXTH YEAR— vSEVENTH MONTH. 

termined upon revenge, and with the help of the Algonquin Indians 
and a few French, Schenectady. Salmon Falls, Fort Loyal, and 
Exeter were destroyed and their inhabitants massacred. Other 
massacres followed. The only aggressive thing accomplished by 
the colonists was the capture of Port Royal, Nova Scotia. Peace 
came by the Treaty of Ryswick in l(i97. 

William reigned in England till 1702. Just before his death 
the Spanish King died and Louis XIV. tried to put his grandson on 
the Spanish throne. This would have joined France and Spain and 
would have made Louis master of Western Europe, and since he 
has designs upon Holland. AVilliam's old home. William can hardly 
afford to allow Louis' grandson to take the Spanish throne without 
protest. This protest resulted in the ''War of the Spanish Succes- 
sion". But in America it was called "Queen Anne's War" because 
Anne came to the English throne in 1702. 

Now you can see that if Spain and France join hands in 
America the English colonies will not stand much chance of holding 
their ground. The war in America was mainly Indian and French 
expeditions into the northern colonies, resulting in massacres at 
Deerfield and Haverhill. The colonists, with the help of some 
British troops, captured Acadia, which was never given back to the 
French. Port Royal was changed to Annapolis. The English also 
got possession of the Hudson Bay region and Newfoundland. The 
Spanish and Indians and the English in the southern colonies had 
a few engagements, l)ut nothing of special importance. The war 
closed in 1713. 

For thirty years there was peace. But all this time the French 
were very active strengthening their position in America, for it was 
easily foreseen that North America must be all French or all Eng- 
lish. In fact this work on the part of the French was actively be- 
gun back in 1673 by La Salle and the French Jesuits. You will 
also remember that Iberville and Bienville, two French colonizers, 
had settled Mobile and New Orleans. Forts were built throughout 
the Mississippi and the lake regions. 

The third war, known as "King George's War", had its origin 
in Europe. On the death of Charles VI. of Austria his daughter. 
Maria Theresa, succeeded to his possessions. S[)ain. France, and 
other European nations wished to dismember the Austrian posses- 
sions, whih' England and Holland were in favor of protecting Maria 
Theresa. This brought on the "War of the Austrian Succession". 

The French and Indians of Canada committed some depreda- 
tions in the New England colonies, but the war did not seem to 
attract general attention in the colonies. The event of greatest 
interest was the capture of Louisburg. This was accomplished by 



SEVENTH YEAR— vSEVENTH MONTH. 69 

four thousand farmers, lumbermen, fishermen, and sailors of New 
England. The fort and defenses of Louisburg had cost about five 
million dollars. The walls were of solid masonry twenty-five feet 
high. In six weeks the garrison was so nearly worn out that it 
capitulated. Strange to say, in the treaty in 17^8 the English gave 
Louisburg back to the French in exchange for a trading post in 
India. By the time of this war Oglethorpe had planted his colony 
south of the Carolinas and was thus able to defend them against the 
Spanish in Florida. 

We come now to the fourth and last of the ''French and Indian 
Wars" in America. We have noticed that the first three had their 
origin in European affairs, but the fourth one is wholly American 
in its origin. 

The French, you will remember, were gradually closing in on 
the English settlements. During the last war, 17-1:4-8, some men 
of the middle colonies obtained a patent of several hundred thousand 
acres on the Ohio River. Two brothers of George Washington 
were in this company. This was called "The Ohio Company." In 
1753 they began to open roads to reach this land. The French, 
ever on the alert, claimed this region by reason of LaSalle's explor- 
ations in this region back in 1670-80. They therefore came south- 
ward from Lake Erie and fortified at Presque Island, Ft. Le Boeuf, 
and Venango. This southward movement alarmed the English 
colonists, especially the Vii'ginians. for two reasons: First, they 
claimed under their first charter all the Ohio country ; second, the 
Virginia people were interested in the Ohio company. It was there- 
fore thought best to send an envoy to the French and lay the 
Virginia claim before them. This story of Washington's journey 
to the French commanders is one with which our young people are 
quite familiar. This trip was made in 1753. While on the journey 
Washington discovered the strategic value of the confluence of the 
two rivers that form the Ohio. This point has been called the 
"Gateway of the West." So in 1754 the governor of Virginia 
raised two militia companies to take possession of the Ohio com- 
pany's lands. Forty of these were hurried forward to occupy the 
tongue of land where Pittsburg now stands. They began a fort, 
but on April 17, 1754, French and Indians from Fort Le Boeuf 
arrived and demanded that the work on the fort cease and that the 
English evacuate the territory. The superior numbers of the 
French was sufficient to justify the militia in vacating the region. 

The state of Virginia raised a regiment of soldiers and voted 
£10,000 for the protection of the Ohio regions. Colonel Frye was 
in command and Washington was lieutenant colonel. Washington, 
not waiting for the entire regiment to be raised and equipped. 



70 SEVENTH YEAR-SEVENTH MONTH. 

started for the defense of the militia, who had gone a few weeks 
before to occupy the territory. On the way he learned of the evac- 
uation by the Virginia militiamen who had started the fort on the 
tongue of land. He built a rude fort at a place called Great Mead- 
ows, which he called Fort Necessity. From here he pushed on 
toward the "forks of the Ohio,"' but soon returned to Fort Necessity. 
Here he was compelled to surrender July -t, 175-4. 

It is now well enough to call attention to the Albany Congress, 
as it is one of the steps toward nationality in this country. This 
convention was called at the suggestion of an English commission 
which was called the "Lords of Trade," This congress met at 
Albany, New York, and was composed of representatives of the New 
EntT^land colonies. New York. Pennsylvania, and Maryland. The 
congress met in June, 1754. and had for its objects: First, to renew 
a treaty of friendship with the Iroquois: second, to draw up a i>lan 
of union. The Albany Congress was on foot before the outbreak 
of the French and Indian War. and so must not be thought of as a 
result of the outbreak of hostilities. A treaty of peace was signed 
with the Iroquois chiefs, which proved valuable in the war. The 
plan of union was entrusted to Franklin to draw up. This he did 
and the plan was recommended by the congress, but when the plan 
of union was sent out to the various states or colonies they refused 
to ratify it because it seemed to give too much power to the crown, 
and the crown rejected it because it was too democratic. It will not 
be profitable to discuss this Albany plan any further, but if the 
teacher wishes to make a study of the plan he can get it of the Old 
South Work, Boston, Mass. 

During the winter of '54-'55 the British government sent over 
to America one of her best generals — Braddock. He called a meet- 
ing of all the colonial governors at Alexandria, in Virginia, and 
upon consultation with them decided upon the plan of campaign. 
There were live objective points, and this called for five campaigns. 
These were: 1. Fort Du Quesne, at the "forks of the Ohio"', should 
be possessed by the English. Braddock assumed command of this 
expedition. 2. The country called xlcadia, with the fortitied city 
of Louisburg. 3. The third expedition was to go through the 
valleys of the Hudson and Moha^vk Rivers and capture the forts on 
the Niagara River. 4. The city of Quebec was to l)e attacked from 
a land and sea force. 5. Crown Point and Ticonderoga, on Lake 
Champlain, were to be reduced. 

We shall not follow these various campaigns, because the text 
is usually very full on the wars. But I must call attention to the 
incident made memorable by Longfellow in that beautiful story of 
Evangeline. The teacher should know this story, and if possible 



SEVENTH YEAR— SEVENTH MONTH. 



71 



Lave a copy and read it to the children. Nothing would be more 
protitable than to do this as a general exercise. 

I should also like to have the teacher see what Pitt's influence 
was in the prosecution of the war. Especially it will be profitable 
to teacher and pupils to learn something of the character of Wolfe — 
the gallant young hero of Quebec. 




THE DEATH OF GENERAL WOLFE. 



The war ended in America about 1760, but was prosecuted in 
Europe till 1763. Then a treaty was made which we wish now to 
study quite carefully. 

In Europe this war is called the Seven Years' War; in America, 
the French and Indian War. All Europe was involved in a war 
which we will not have time to review, suffice it to say that Spain 
was with France against England. The treaty provided for the 
following conditions: France ceded to England all of her Ameri- 
can possessions north of the Great Lakes and east of the Mississippi 
River — excepting two islands, Miquelon and St. Pierre in the Gulf 
of St. Lawrence. To Spain, France ceded all of her possessions 
west of the Mississippi and a portion east of the Mississippi, in- 
duding the city of New Orleans. This latter is said to have been 
a secret cession. Spain ceded to England the Floridas for the re- 



72 SICVICNTH YEAR— vSKVKNTH MONTH. 

turn of Havana, which had been caiituied hy the English. France 
retained her West India possessions. 

The teacht'r should see that the pupils untlerstand this division 
of North America, for we shall have use for it in the future. 

It may be well now to take a survey of the conditions of thiuij^s 
and see if we can discover some causes of the great struggle which 
is soon to engage our attention. 

The long struggle in which England had been engaged in- 
creased her debt from seventy millions of English pminds to one 
hundred and forty millions. In order to hold in subjection the 
conquered territory it was thought necessary to maintain a large 
standing army of English regulars in America. The thirteen colo- 
nies were more sympathetic than ever before; they had learned that 
what was for the good of one was for the good of all. There had 
grown up two classes of public men in the colonies; those who had 
directed the military aifairs of the colonies, and those who had 
directed the affairs of state. And notwithstanding the long strug- 
gle just closing, the colonies had grown in population and wealth. 
The campaigns on the west side of the Alleghanies had revealed a 
vast region, rich in all the elements which contribute to the growth 
of a great nation — soil, minerals, timber, climate, watercourses, etc. 
There are no enemies to the English colonies in North America ex- 
cept the 'Indians, and they have been crowded to the west and are 
not regarded as of immediate danger. The colonies were nearly all 
in debt as a result of the war. Massachusetts had expended a half 
million dollars; New York was in debt a million dollars, and other 
states in like manner had expended vast sums, beside the loss of 
life, which is estimated at 30,(HK). No coast towns had been dis- 
turbed — only the frontiers suffering. The population was not far 
from two million and largely rural. The New England colonies 
were engaged in fishing and commerce; New York, in fur trading; 
Pennsylvania, in exporting iron; Maryland and Virginia, in tobacco; 
the southern colonies, in rice, indigo, cotton, and pine forest prod- 
ucts. Some manufacturing had sprung up and shipbuilding was 
quite extensively carried on in the New England States. Koads 
and bridges have been built and farms enlarged. Schools are quite 
generally maintained and newspapers are beginning to circulate. 
Upon the whole everything points to a wonderful development of 
the great resources of the New World. 

Let us turn our attention to the political condition at the close 
of the French and Indian War. Of the thirteen colonies Massa- 
chusetts, Rliode Island, and Connecticut were under charters. 
Massachusetts had her governor appointed by the King, but Rhode 
Island and Connecticut elected their own governors and legislatures 



SEVENTH YEAR-SEVENTH MONTH. 73 

and to all intents and purposes were free republics. Pennsylvania, 
Delaware, and Maryland were under proprietors. These proprietors 
appointed the governor, but the people usually elected the lower 
house of the legislature. In the seven remaining colonies the King- 
appointed the governors, who usually appointed the upper house of 
the legislature, while the people elected the lower house. The rela- 
tion between the law-making bodies and the governors was very 
similar to that of to-day and we, need not dwell on it. Judges were 
usually appointed by the crown but depended upon the legislatures 
for their salaries; they wei-e thus between two tires. Sutfrage was 
usually restricted to land owners and Protestants. The common 
law of England was the law of the land — the statute law passed by 
the state legislatures agreeing always with the English common law. 

We have now a pretty clear picture not only of the French and 
Indian Wars, but of their causes and their results. We are ready 
therefore to begin the study of that great struggle which gave us 
political independence and enabled us to set before the world the 
first successful example of self-government. 

Let us see if we can answer these questions: 

1. State carefully the cause of King William's War. 

2. How do you account for the lack of interest taken by the 
English colonists in the country west of the Alleghanies '? 

3. Does the action of the French in occupying the Mississippi 
and lake regions prove them superior in any way to the English? 
If so, in what way ? 

J:. Write all you can about the Albany Congress, showing its 
position in working out a union of the English colonies in America. 

5. Look up a sketch of Pitt and write all you can about him^ 
showing especially how he helped the colonies up to 1763. 

(J. What do think of the justness of the expulsion of Acadians? 
How does it differ from the capture and sale of Africans? 

7. What characteristics did Washington show in the French 
and Indian War wlii'ch foreshadowed his subsequent great career"? 

8. Was the French and Indian War an advantage or disadvan- 
tage to the English colonies? Give your reasons for your decision. 

9. Show along what lines there has been material growth dur- 
ing the half century ending 1763. 

10. State the treaty conditions which closed the French and 
Indian War. 



vSEVENTH YEAR— KKiHTH MONTH. 



KICrHTII .MONTH. 

Revolutionary Period.— Pupils will make a list of the causes of the 
Revolution and discuss each cause fully. First Continental Congress. 

The War Begriin.— Lexing-ton and Concord. The Second Continen- 
tal Cong:ress. (See that pupils have the right notions of the make-up of 
these congresses, and of their power.) Bunker Hill. Washington drives 
the British from Boston. Attack on Fort Moultrie. Declaration of Inde- 
pendence. Washington's campaig"ns for the defense of New York and 
Philadelphia. Burg^oyne's invasion. Howe's retreat across New Jersej'. 
IMonmouth. War in the South. Arnold's treason. Capture of Cornwallis. 
Treaty. 

Governinent of the Colonies.— From Jul}' 4, 1776, to INIarch 2, 17S1, 
the thirteen colonies had no federal government. From ]\Iarch 2, 1781, 
to April 30, 1789, the colonies were under the Articles of Confederation. 
From April 30, 1789, to the present time we have lived under the Consti- 
tution. Ordinance of 1787. The Constitutional Convention. 

Summary.- 1. Causes of the war. 2. The strugg-le for New York, 
Boston, and Philadelphia. 3. The treaty with England. 4. Forms of 
g'overnment. 5. Northwest territory. 6. The Constitution. 
Review. 
Examination. 

NOTE.S ON THE EIGHTH MONTH's WOEK. 

There is more real American histor}' crowded into this month's 
work than in any other month of this year. The historical value of 
an event is in no sense to be measured by the number of years 
occui)ied by the event. Not necessarily by the number of the men 
immediately involved, nor by the territory covered. But the value 
of an event is to be determined by the content of the event — by 
what it reveals of the real life of the people connected with the event. 

Before we take up the events in their order, let me call your 
attention to two expressions which need to be studied a moment. 
We sometimes use the word revolution when we mean the war con- 
nected with the revolution. We sometimes use the expression rev- 
olutionary war when we mean the revolution. The revolution was 
an immaterial thing or process. It can not l)e said to have had a 
definite beginning. It was in the minds of the American people 
and in the minds of some English people. And as you can not 
always tell what a people is thinking about, or at least you can not 
always tell just when they began to think of any particular thing, 
so you can not draw any line and say here is just where the people 
began to think the revolution which resulted in the armed contest 
called the revolutionary war. I mean to impress upon yoti that a 
revolution need not be connected in any way with war. In fact, 



SEVENTH YEAR— EIGHTH MONTH. 



75 



more revolutions have occurred in the history of the world discon- 
nected with war than have been accompanied by war. 

In history you can not always tell just where one "period" ends 
and another begins. And so I will go back far enough in discussing 
the causes of the revolution to be sure to get close to the beginning 
of the causes. I will first recall the rule of Cromwell from 164:9 to 
1660. In this period there was passed a series of laws called Nav- 
igation Laws. They were intended to regulate the carrying trade. 
These laws were added to and revised from time to time but in the 



"^w^y^:-:^ 






THE OLD NORTH BRIDGE, AND MINUTE MAN, CONCORD, MASS. 

Longfellow, in describing Paul Revere's ride, says in the twelfth stanza: 

It was two bj- the village clock 

When he came to the bridge at Concord town. 

He heard the bleating of the flock. 

And the twitter of birds among the trees, 

And felt the breath of the morning breeze 

Blowing over the meadows brown. 

And one was safe and asleep in his bed 

Who at the bridge would be first to fall. 

Who that day would be lying dead. 

Pierced by a British musket-ball. 

main they were based on the notion that the commerce of the colo- 
nies should be carried on in vessels flying the British flag. These 
laws were not strictly enforced during the Commonwealth, but when 
Charles II. returned they were enforced with more vigor. These 
laws as modified at different times provided that a long list of articles 
grown or produced in the colonies should be shipped to no other 



76 SEVENTH YEAR— EIGHTH MONTH. 

country than England. Thus tobacco, sugar, indigo, cott'ee, furs, 
must all go to England. But lumber, tish and a few other articles 
might go to other countries. If a man in Virginia wished to sell in 
Massachusetts any article which the Massachusetts man could get in 
England, the Virginia man must either first send the goods to Eng- 
land and then to the Massachusetts man, or else pay a heavy export 
duty for sending them direct to the consumer in Massachusetts. No 
goods were allowed to be brought from a French or a Dutch port 
without iirst landing the goods in England to pay a heavy import 
duty — then the goods could be forwarded to an American city. 
This is a very brief summary of the "Navigation Laws.'' 

Then there were very severe laws on the subject of manufacture 
in the colonies. No wool was allowed to be made up and sold out- 
side of the colony in which it was grown. Iron manufacture was 
limited to the production of pig iron. Hats were not allowed to be 
sent from one state to another to be sold. No patterns of machines 
of any kind were allowed to be brought from England. These laws 
and regulations were intended of course to prevent development of 
skill in the colonies and thereby the colonists could be kept depend- 
ent upon England. 

Then there were strict tariff laws. Ports, of entry had their 
clearance houses and their import collectors. The officers in these 
positions were usually Englishmen who were favorites of the King 
or his friends. The restrictions on the kinds of goods to be allowed 
transportation in and out, and the duties, and other annoyances led 
to a system of smuggling which was extensively and systematically 
carried on. The cluty was usually an ad valorem duty, that is duty 
according to value as indicated by the clearance papers and bills of 
inventory which the shipper brought from the foreign port. A 
merchant might get his ship load of sugar in a West India port and 
get the merchant there to make out a false inventory and upon this 
he would pay duty at Boston or New York. Sometimes the custom 
officers in the colonial ports were bribed to allow the goods to land 
without payment of duty. And more frequently the goods were 
landed in small ports and out-of-the-way places, or in other ways 
the goods were smuggled into the colonies without paying duty. 
This led, as you can readily see, to efforts on the part of consci- 
entious officers to find the goods on which duties had not been 
paid. But it was an English law that a man's house could not be 
searched without a paper issued by a magistrate, called a search 
warrant. But it was trouljlesome to get out such papers. Some 
one must make affidavit that the goods upon which no duty has been 
paid were in a certain house, and before the officers could get to the 
house the goods were taken to another house. So finally writs of 



SEVENTH YEAR— EIGHTH MONTH. 



77 




assistance were asked for. These would allow the officers to fill in 
blanks with persons' names. To the issuance of these there was a 
strong opposition. The officers asked for them, and rather than 
plead for their issuance James Otis resigned his position under the 

crown and plead 
against their issu- 
ance. In this speech 
he said that taxation 
without representa- 
tion was tyranny. 
This speech of Otis's 
was the note of 
alarm and its burn- 
ing words went from 
Massachusetts t o 
Georgia like wild 
fire. The funda- 
mental thing in 
(-)tis's speech was his 
plea that since the 
colonies were Eng- 
lish colonies the 
colonists had the 
same rights as Eng- 
lishmen born in 
England. (See notes 
to third month's 
work — in Virginia 
charter. ) 

About this same 
time, 1761-62, 
Patrick Henry in 
the famous "Par- 
sons' Case'" was put- 
ting forth the plea 
that the King had 
*- no constitutional 

CHRIST CHURCH, BOSTON. Hght to put aside 

This church is famous, for it wa-s in this steeple the Ian- i i" i 

terns were bung-"one if by land, and two if by sea"-.the a law regularly paSS- 
night of the ISth of ApriL 1775. Paul Revere was across the ,-,A K,r +1,^ V 



bay and ready to ride to Lexington and Concord. This was ^^ ^} ^lie \ llginia 
done so that by two o'clock on the 19th the bells and drums 1 p> cri c 1 i f n va "R« 
were bringing the militia together. icg i» i n i u i c. j.xo 

argued that the re- 
lation of the King to the people and of the people to the King was 
that of a compact and if the King broke this compact the people 



78 SEVENTH YEAR— EIGHTH MONTH. 

were no longer in duty bound in allegiance to the King. This 
was bold doctrine. 

So far there was no especial outbreak or cause for alarm. The 
indications were that the colonists were thinking seriously. But 
now that the French and Indian War is over and the English 
government proposes to maintain a large standing army in the colo- 
nies for the purpose of defense against the Indians and to prevent 
an uprising of the French on the St. Lawrence, and in order to meet 
the expense of this army and to help pay the great debt of £140.- 
000,000, it M^as pi-oposed by Lord Grenville, the King's Prime 
Minister, to inaugurate a system of stamp taxation. It is said 
Grenville was urged to this from the fact that the colonists had de- 
feated and disobeyed the Navigation Acts, the inter-colonial trade 
laws, and had virtually refused to assist in putting down the Pontiac 
uprising. 

In March, 1764, Grenville introduced a resolution stating the 
necessity and advisability of passing such a law. This was done in 
the hope, as he said, of securing the consent of the colonists to raise 
the amount in some way they might devise. The colonists bitterly 
opposed the passage of such a law. But in March, 1765, the bill 
was passed. The colonists were determined not to submit to its 
operations. 

Now the ground of opposition was that the colonists were not 
represented in Parliament, and space will not allow a discussion of 
what is meant by "representation in Parliament". But it may help 
to state that the colonists said we are not represented in Parliament 
so long as we cast no votes for members of that body. The Eng- 
lish theory was this: "If you are a farmer you are represented be- 
cause farmers sit in Parliament. If you are a merchant you are 
represented, for merchants sit in Parliament,"' etc. You see the two 
theories difiPer widely. 

In June, 1765, in New York City, was held the Stamp Act 
Congress. This congress put forth a Declaration of Rights as Eng- 
lishmen. Also a petition to the King and to Parliament. In the 
meantime the Grenville ministry had gone down, and in 1766 the 
Stamp Act was repealed. This was done partly through the efforts 
of Franklin, who was acting as agent for the colonies in England, 
and partly from representations by English merchants that the law 
was injuring trade with America. In place of this law was passed 
what is called the Townshend Acts. They provided: 1. Taxes 
to be raised in America on tea, painters" colors, oil, glass, etc. 2. 
This money to be expended in paying salaries of governors, judges, 
etc. 3. Board of Commissioners to have charge of this law. 4. Writs 
of Assistance legalized. 5. Trial of revenue cases before admiralty 



SEVENTH YEAR— EIGHTH MONTH. . 79 

courts without juries. 6. Legislative Assembly of New York sus- 
pended for failing to support British regulars stationed in that colony. 

Non-importation associations were formed. This induced the 
Parliament to remove the tax on everything except that on tea. 
This was done in 1769. In the spring of 1770 that unfortunate 
afPair called the Boston massacre occurred. Committees of Cor- 
respondence were soon organized, and the entire colony of Massa- 
chusetts was unitied in determined resistance to British oppression. 
This soon spread to the other colonies and presently there was a 
colonial union organized, more earnest than ever in opposing the 
recent acts of Parliament. And sd, when the tax on everything 
except that on tea was repealed the colonists determined to drink no 
tea. In fact they did not propose to have any tea landed, and that 
at Boston was thrown into the sea and that for other places was 
destroyed. 

As a punishment four measures were adopted by the British 
government: 1. Closed the port of Boston. 2. Suspended the 
charter of Massachusetts. 3. Providing for transporting persons 
for trial. 4. Providing for quartering troops in Massachusetts. 
This was in 1774, and in the same year largely through the Com- 
mittees of Correspondence a congress was held in Philadelphia known 
as the First Continental Congress. This was composed of delegates 
from all the colonies except Georgia. They met September 5. It 
has been remarked that in this convention there were the strongest 
men in the colonies: The Adamses, Hopkins, Sherman, Jay. Dick- 
inson, Rutledge. Washington, Henry, Lee, and Randolph. A 
Declaration of Rights was put forth, and non-importation societies 
recommended. They adjourned in October to meet May. 1775. 

More acts of repression were passed by Parliament restricting 
colonial trade, and declaring Massachusetts in a state of rebellion 
and ordering the insurrection put down by force. It was just here 
that Burke made that wonderful speech known as "Burke's Speech 
on Conciliation."' (Allyn and Bacon, Boston, 20c,) Meanwhile 
Massachusetts has been getting ready for the worst. She has col- 
lected stores, arms, ammunition, etc.. here and there, and her militia 
was drilling and ready to march at a moment's notice — hence 
''Minute Men."' The civil government of Massachusetts had been 
overturned and military authority substituted. Under this condition 
of things Hancock, the Adatases, and others organized a temporary 
government. Hancock and Samuel Adams were quite active in 
organizing opposition to Gen. Gage, the British military governor; 
so when Gage issued his proclamation of pardon to all rebels, Han- 
cock and Adams were excluded from those to whom the pardon was 
offered, Evervthine is centering' in Boston and Masea<-]iusett.s. 



80 



SEVENTH YEAR— EIGHTH MONTH. 



On the evening of April IS. 1775. Gage concluded to destroy stores 
at Concord, less, perhaps, than twenty miles northwest of Boston. 
The stor}' of the following day's work is well known and I need not 
re})eat it here. The British soldiers returned to Boston April 19 
with their first experience with Yankee soldiers as an enemv. Bos- 
ton was immediately surrounded by American soldiers. 

May 10, twenty 
days later, the Second 
Continental Congress 
met at Philadelphia. 
It entered heartily 
into the defense of 
the colonies. 

I shall not be 
able to follow the 
campaigns of the Rev- 
olutionary War. This 
the teachers and pu- 
pils can do without 
help, but I wish to 
call attention to the 
governmental side of 
the struggle. In most 
of the states there 
were conflicts be- 
tween appointed gov- 
ernors and the legis- 
latures. This resulted 
in dissolved legisla- 
tures. In such cases 
the people's repre- 
sentatives usually or- 
ganized a temporary 




government as I cited 



THK OLD BELFRY, LEXINC.TON, MASvS. 
This is the village bell, and it wa.s its tones which called 
the Minute Men to ilie village green that eventful morning 
of April 19, 177.>. About seventy-five were in line when they 
were fired on by the Hrilish and seven of their number were 
killed. Others were wounded. From liere the British went 
on to Lexington. Here a heavy hour's work resulted in 
scores dead and wounded on each side. 



about Massachusetts. 
These temporary 
governments c o m - 
municated with one 
another through the committees of corres})ondence. Town meet- 
ings were held, which [)rivilege could not be denied to British 
subjects. 

Now the Second Continental Congress assumed control of the 
patriot army around Boston; appointed Washington commander-in- 
chief, and did other defensive things; but there was no thought, at 



SEVENTH YEAR— EIGHTH MONTH. 81 

least no outward expressions, of political independence of Great 
Britain. The Second Continental Congress sent a very calm, yet 
dignified, petition to the King, among other things asking for the 
repeal of "such statutes as more immediately distress any of your 
majesty's colonies". To this petition the King never replied. 

Between July, 1775, and May, 1776, there was a great tendency 
toward the idea of independence. Dr. Channing gives five causes 
for this movement: 1. The King's refusal to notice the petition of 
1775. 2. The formation of state governments. 3. The establish- 
ment of a national army and other national agents. 4. The writings 
of Thomas Paine. 5. The employment of Hessian soldiers by the 
British government. 

Thus in the spring of 1776 there was a very general movement 
toward independence. In May the Virginia people in convention 
instructed their delegates in Congress to propose independence. As 
a result Richard Henry Lee on June 7, 1776, moved the adoption 
of three resolutions: 1. That these colonies are, and of right ought 
to be, free and independent states. ... 2. That a confederation of 
the states should be formed. 3. That alliances with foreign powers 
should be entered into. These were debated briefly. In the mean- 
time a committee of five — Thomas Jeflferson. Benjamin Franklin, 
John Adams, Roger Sherman, and Robert Livingston — was appointed 
to present a draft of a Declaration of Independence in case Lee's 
resolutions should pass. On July 2 Lee's first resolution passed. 
The draft of the Declaration of Independence was then taken up as 
reported by Jefferson and carefully considered, and on July 4 it 
was pa&y^ed. (3n the 5th some copies were printed and scattered. 
The original was referred back to Jefferson's committee for correc- 
tion, and on August 2, 1776, the Declaration engrossed on parch- 
ment, was signed by all members of Congress present, and two 
names were subsequently added. A committee was appointed to 
present some form of colonial union. This committee reported 
the Articles of Confederation in the fall of 1776, but they were not 
agreed to by the Continental Congress till the fall of 1777. They 
were then sent to the states for their ratification. This was not 
complete till March 2, 1781. 

The Congress which passed the Declaration of Independence 
also recommended that each state reorganize its government along 
lines agreeing with the spirit of the times. This was done, the 
royal governors yielding as gracefully as they could. In some cases 
the states issued declarations of independence, or perhaps more 
correctly, declarations of rights. 

It may be profitable to try to determine just the relation of the 
Continental Congress to the several states and also its powers as 



82 SEVKXTII YEAR— KIGHTH MONTH. 

representing thc> sovereignty of the thirteen states. The delegates 
to the First Continental Ct)ngress were usually selected by state 
conventions and not by the state legislatures. Thi^ Congress was 
an advisory and diplomatic body and had no constitutional power. 
But as soon as independence was declared it was seen that there 
was great need of a central directing power, and. as if by common 
consent. Congress assumed this power. It did several things which 
are acts wholly within the province of sovereignty. 1. It organized 
a national army. 2 It issued money. 8. It borrowed money on 
the strength of the government, -t. It negotiated treaties of alli- 
ance. You will also notice that no state, large or small, ever exer- 
cised the full powers of sovereignty. The colonies for many years 
were accustomed to send agents abroad. Sometimes two or more 
states would combine to maiiitain an agent abroad. But the full 
powers of sovereignty were never claimed by any state. However, 
each state all during the time from 177() to 17SU, collected and used 
all im])ort duties at all her own ports. The Continental Congress 
never ordered a state or citizens of a state to act. but always re- 
quested them to do so and so. The congress asked each state for 
men and money to carry on the war. In some instances these re- 
quests were complied with, in most instances not so. The relation 
between the general government, under the Continental Congress, 
and the state governments was not well defined at that time, nor is 
it easy to see clearly that relation now. Each state contributed 
troops, and money, munitions, medicines, etc. In fact the total 
indebtedness of the thirteen colonies or states at the organization of 
the present governnicmt was about 821,000.000, most of it contract- 
ed in defense of the liberties of the pe()j)le. 

I have stated above that the Articles of Confederation were sub- 
mitted to the several states in the fall of 1777 but not adopted till 
the spring of 1781. Thus the war was virtually fought to a suc- 
cessful close, a treaty with France entered into, and })erhaps treaties 
with other countries before the government under the Articles of 
Confederation was organized. 

The treaty of peace should be noticed. As soon as France 
entered into a treaty of alliance with us, England declared war on 
France. Lord North, ])rime minister, proposed to concede to the 
colonies everything they had contended for exce})t that England 
should still regulate commerce in the colonies. Commissioners 
were ap))ointed to make the proposition to us. This proposition 
was rejected by congress and in 1770 congress drew up the terms 
which Franklin, then in Paris, might accept. These provided: 1. 
British government to acknowledge the independence of the United 
States. 2. Agree to definite boundaries. 3. Grant Americans 



SEVENTH YEAR— EIGHTH MONTH. 83 

rio-ht to fish on the banks of Newfoundland. J:. Enter a commer- 
cial treaty with the United States. In February the crown commis- 
sioned Mr. Oswald to treat with the American commissioners. 
These were Franklin, Jay, and John Adams. During the summer 
of "82 all the four principal points enumerated above were gone over 
and other points raised, but in September a provisional treaty was 
signed. In September of '83 a final definitive treaty was signed. 

The Articles of Confederation were submitted to the states for 
ratification in 1777 and the last state to ratify was Maryland, in 
1781, March 1. The reason for this delay was the contention over 
the lands west of the AUeghanies. Several states that had no title 
to this land said it should be used to replenish the general treasury ; 
those that had claims felt very much like holding on to the land. 
Maryland flatly refused to ratify the articles unless the states inter- 
ested would cede their claims to the general government. New 
York agreed to do so perhaps in the latter i)art of 1780. On January 
2, 1781, Virginia agreed to cede her claims with slight reservations, 
so on March 1, Maryland signed the Articles of Confederation. 

This western land was already quite well settled and many 
others were anxious to emigrate to the new country, but as yet no 
provisions had been made for governing this territory. Various 
temporary laws were passed by congress to govern the territory, but 
in 1787 a final and successful effort was made and the famous 
"Ordinance of 1787" was the result. 

At the same time that the Confederation Congress was wres- 
tling with the '-Ordinance of '87" in New York City, the conven- 
tion that framed the constitution was solving the problem of a new 
constitution in Philadelphia. 

We come now to the end of the year's work. In fact there is 
a slight overlapping of the seventh year's work upon the eighth. 
This was purposely done. It is not a bad practice to review^ for a 
few days at the beginning of a term the work done at the close of 
the preceding term. 

Let us take a review of this month's work and try to solve these 
problems : 

1. Give as full an explanation as you can of the "'Navigation 
Acts." 

2. What is your opinion of the justness of the claim of Great 
Britain that she had a right to tax the colonists'? 

3. Was smuggling as practiced by John Hancock and other 
prominent New Englanders justifiable '? If so, on what grounds ? 

tt. On what grounds were the colonists justified in declaring 
themselves free? 



84 SEVENTH YEAR— EIGHTH MONTH. 

5. We must put stamps on checks, drfifts, deeds, and such 
things now: why don't we object as we did when England imposed 
a stamp law? 

6. Give a complete summary of Washington's movements from 
the time he took charge of the army in Cambridge, in 1775, till he 
resigned his commission in 1783. 

7. What, in your opinion, was the most interesting incident or 
event of the Eevolutionary War ? Give a complete description of it. 

8. Explain why France helped us so generously. 

9. Tell all you can of the actions of the •"Loyalists" and of the 
attitude of the government toward them after the war. 

10. Name ten leading men in the struggle for liberty and 
describe, in two or three lines for each person, what he did. 



PART II.— EIGHTH YEAR. 



FIRST MONTH. 

Articles of Confederation. — SubmiSvSion of the Articles of Con- 
federation by the Continental Congress for ratification. Ratified in 1781. 
Weakness of the g-overnment under the Articles of Confederation. Ordi- 
nance of 1787. Forming the Constitution. Its ratification by the people 
of nine states. Transfer of the government from the Articles of Confed- 
eration to the Constitution. 

The Constitution. — Inauguration of Washington. Problems before 
the new government: Land claims; diplomatic relations; debts, foreig"n 
and domestic; Indian troubles. The beginning of political parties. 
Adams' inauguration. Jay's treaty. France's treatment of our envoys. 
Destruction of American shipping- by French armed vessels. Alien and 
Sedition laws. Decline of the Federalist party. Election of Jefferson by 
the House of Representatives. His inauguration at the new federal cap- 
ital. Cession of Louisiana to Spain by France in 1763. Recession to 
France in 1800. Purchase by Jefferson in 1803. Lewis and Clark's expe- 
dition. Burr's career. War with the Barbary vStates. Embargo. Fulton. 
War with western Indians. 

Summary.— 1. Adoption of the Articles of Confederation; their 
weakness. 2. The Constitutional Convention. 3. Government under the 
Constitution. 4. Effects of Jay's treaty in the LTnited States and in 
France. 5. Commercial relations with France, Spain, Eng^land, and Bar- 
bary States. 6. Rise of the Anti-Federalist party. 

Review. 

Examination. 

NOTES ON THE FIRST MONTH'S WORK. 

Recall the fact that when the committee to draft the Declaration 
of Independence was appointed, a committee was also appointed to 
report some basis of union among the states (colonies.) This com- 
mittee was known as the "grand committee," It consisted of one 
member from each colony, and its chairman was John Dickinson of 
Pennsylvania. The plan of union was therefore called "Dickinson's 
draft". The committee reported the middle of July, but the plan 
was not agreed to ii: congress till the fall of 1777. In the main 
the Articles of Confederation, as recommended by congress to the 
states, agreed very closely with Dickinson's draft. This delay in 
congress was owing to a contention by the delegates from the states 
of New Jersey, Delaware, and Maryland that the claim to western 
lands held by the other several states was invalid. These delegates 
would not therefore agree to submit the Articles of Confederation for 
ratification unless the states making this claim to the western lands 
would agree to relinquish it in favor of the general government. 



86 EIGHTH YEAR— FIRST MONTH. 

Some sort of agrtH'UH'nt was rt-aclu'd. for. in the fall ol' 1777. 
the Articles were su})mitted to the several states. But this aijfree- 
ment was not sutticient to warrant the states not claimingr western 
lands to ratify; so it was not until the first steps in the cession were 
taken that all the states ratified. The last state to ratify was Mary- 
land. This occurred on March 1. 17Sl. On March 2. 17Sl. the 
congress convened under the new constitution. 

Much has been said and written about why the Articles failed 
to accomplish what was needed at that time. It may be briefly 
stated as follows: Up to July 4, 1770. the American people 
acknowledged allegiance to the King. When the Declaration was 
signed they renounced this allegiance. Now in all governments 
allegiance must rest somewhere and in this case it was placed in the 
several states by the citizens thereof. W hen the Articles were 
framed this allegiance to the state was recognized; now it is a funda- 
mental principle in the civil state that where allegiance is there 
sovereignty resides. The government therefore had no citizens that 
it could command or punish. 

As a result of the agreement by the several interested states all 
claims to western lands were ceded to the general government — the 
last cession being made by Georgia in 1802. But in 1784 the con- 
gress passed an ordinance to govern the territory north of the Ohio 
and east of the Mississippi. But its provisions were never carried 
out and in 17s7, while the constitutional convention was trying to 
frame a new constitution, the old congress was passing the Ordi- 
nance of 1787. This provided for the government of this territory 
till it should 1)6 admitted as states into the l^nion. 

Show that the w^eakness of the Articles of Confederation cre- 
ated the desire for a stronger government. The final convention 
had its origin in the desire of Virginia and other states to regulate 
trade, both domestic and foreign. The first convention met at 
Annapolis; only five states were represented — New York. New 
Jersey, Pennsylvania. Delaware, and Virginia. These adjourned to 
meet at Philadelphia. May. 1787. All the states exce})t Rhode 
Island sent delegates. Washington was chosen president. The 
convention sat with closed doors from May 10 to Se])tember 17. 

It was soon found that it would be useless to try to amend the 
old Articles and the convention proceeded to draw up an entirely 
new form. In the course of the session there were three great 
com[)romises, which were reached after earnest and even bitter dis- 
cussion. The /n"s^ was that the congress should be made u[) of two 
houses, fin upj)er and a lower; that the U])per should represent the 
sovereignty of the states as such, and that the lower should repre- 
sent the ])eoplo of the states. The second ccmipromise was that 



EIGHTH YEAR-FIRST MONTH. 87 

representation in the lower house should be based on population, to 
be determined by counting the whites and three fifths of the blacks. 
Also that direct taxes should be in like manner distributed. The 
third compromise M'as that congress should pass no law to interfere 
with the slave trade prior to the year 1S08. 

The constitutional convention reported its labors to the con- 
gress with the request that that body should recommend it to the 
several states for adoption, which was done. There was strong 
opposition to its ratification in some states. It was finally ratified 
by the ninth state, New Hampshire, June 21, 1788. Electors were 
chosen by the several states the first Wednesjlay in January, 1789. 
The electors cast their votes the first Wednesday in February, 1789, 
for president and vice president. Washington was inaugurated 
April 30, 1789. 

The new government was now rapidly organized. There were 
many problems which called for the highest statesmanship and the 
most undaunted courage. Some of these problems were: 

1. How to settle the land claims which grew out of overlapping 
grants by the several states and land companies? This was settled 
by re-enacting the Ordinance of 1787, and thus throwing all such 
contentions into the Federal courts. 

2. How to manage the diplomatic relations between the new 
Republic and foreign nations? The new government must be rep- 
resented at the various seats of government of the Old World. Some 
of our ministers to foreign courts were refused recognition, which 
was embarrassing to the United States. Our first foreign ministers 
needed much patience and tact. 

Tell the children something of the diplomatic relations of the 
United States with foreign countries. 

3. There were enormous debts hanging over the young nation. 
How shall the government meet these obligations? Show how the 
debts owed by the several states and the United States had been 
contracted. Get the amount in round numbers. Foreign debt of 
the United States, due in France, Spain and Holland, $12,000,000. 
Domestic debt of the United States. S42,0<)(),0()0. State debts, 
$21,500,000. Total, $75,500,000— a part of the 'price of liberty". 
Study Hamilton's })lan of paying this debt. ' (The current value of 
this indel)tedness was oidy fifteen per cent of its face.) 1. Issue 
new bonds bearing six per cent, due in twenty years. 2. Pledge 
the income from the sale of public lands for its liquidation. The 
bonds rose to par in three years. The annual cash income of the 
United States then was $4,600,000. 

4. The Indians upon the western frontier were very annoying. 
They must be pacified, or else driven from those regions. 



88 EIGHTH YEAR-FIRST MONTH. 

The use of political parties had its origin in the discussions in 
the constitutional convention. Washington put into his cabinet 
the two greatest defenders of tlie two opposing theories. Hamilton 
championed the cause of a strong central government — modeled 
somewhat after the English government. Jefferson was the cham- 
pion of the doctrine of a limited national government. In the 
efforts to solve the problems enumerated a})ove. the following meas- 
ures were introduced and urged by Hamilton: 1. The funding of 
the national debt. 2. The assumption of the state debts. 3. The 
passage of an internal tax law. 4, The chartering of a United 
States Bank. 5. The adoption of a protective tariff law. Jefferson 
opposed most of these measures, and thus the two parties — Federal- 
ists and Anti-Federalists — had their origin. 

In order that there may be a definite understanding l)etween 
nations as to their mutual relations treaties are made. There are 
treaties of peace, treaties of commerce, and treaties of alliance. 
Sometimes one treaty will contain conditions of peace and commerce. 
So, in 17s3 when we made a treaty with Great Britain, we agreed 
to terms of peace and also had some understanding about our com- 
mercial relations. But Jay was sent to England to get better terms 
of Great Britain in 170-1. The concessions from England were far 
from satisfactory, and there was a general feeling that the Federalist 
party leaned too much toward England. France felt the same way, 
and our relations with that country were much strained. So, when 
Washington sent C. C. Pinckney to France as a minister in February, 
171)7, France refused to receive him. Adams sent, in the summer 
of 171)7, Gerry and Marshall to join Pinckney as ambassadors to 
France. The French prime minister tried indirectly to secure a 
bribe from these ambassadors as a precedent condition to their being 
received as representatives of the Ignited States. As a result the 
diplomatic gap widened. France ke])t preying on our commerce, 
and to suppress any tendency toward sympathy with France in this 
country tlie Alien and Sedition laws were passed. 

The Alien law allowed the president to banisli foreigm^rs who 
were suspected of plotting against our government. Tlu^ Sedition 
law punished by fine and imprisonment citizens who by writings or 
public speech stirred uj) "sedition within the United States". 

These were passed liy a Federalist congress and signed by a 
Federalist president. They were unpopular and the Federalist 
party was beaten in the presidential election. 

Study the twelfth amendment to the Constitution and the 
article it displaced so you may be able to explain the election of a 
president by the House of Representatives. 



EIGHTH YEAR— FIRST MONTH. 



89 



Tell the pupils of Jefferson's simplicity and his first inaugura- 
tion in the new capital. 

Go back to the seventh year's work and study again the treaty 
which closed the French and Indian War. France yielded to Great 
Britain what is now Canada in this treaty. But previously she had 
secretly ceded to Spain all her claims to territory west of the Missis- 
sippi River, including the City of New Orleans with adjacent terri- 
tory on the east side of the river. This gave Spain control of the 
mouth of the river. Spain held all of this territory till 18(^1, when 
it was receded to France. The settlers west of the AUeghanies must 
reach the markets of the world with their produce through the 
Mississippi. That market was at New Orleans. This city could 




only be reached by grace of the Spanish officials who governed the 
Louisiana territory. Often delays and excessive charges deprived 
the settlers of any profits. There was danger of an uprising among 
the yeomanry of the western states. This induced Jefferson to offer 
to buy it of Napoleon. This was accomplished in 1803. 

The above map will show approximately the various territory 
involved in this month's study. Let the pupils sketch such a map 
on paper about by 8 inches and color lightly with colored pencils. 

Jefferson sent Lewis and Clark, who explored this territory 
purchased of France and went to the Pacific and laid claim to the 
Oregon country. We shall fail if we do not impress upon our 



90 EIGHTH YEAR— FIRST MONTH. 

pupils the importance to the Viiited States of the possession of this 
far away land beyond the ■"Father of Waters'". 

For review work the teaeher should pick ont the important sub- 
jects indicated in the summary and allow ])upils to give freely in 
their own language their understanding of the matter. The teacher 
may freely inject into a topical review oral questions which will 
help to fix facts in the minds of the pupils. 

For written examination the teacher should write his own ques- 
tions. The following list is given as samples of what pupils ought 
intelligently to answer: 

1. How long did we live under the Articles of Confederation? 

2. Tell what you can of the Ordinance of 1787. 

3. Give a brief account of forming the Constitution, and its 
adoption. 

4. Write a description of the inauguration of a president. 

5. Name the most difficult thing the new government must 
meet, and how it was met. 

6. Give the theories of the Federalists and Anti- Federalists. 

7. Tell all you can of making a treaty. 

8. Tell when and how a president is elected by the House of 
Kepresentatives. 

9. Write a brief sketch of the Louisiana Territory and of our 
purchase of it. 

10. What was Jefferson's embargo? 

SUPPLEMENTAL. HOW RHODE ISLAND WAS ADMITTED TO THE UNION. 

When the Constitution was formed in the summer of 17S7, 

there was a provision inserted (Article VII. | which said when nine 

states ratified the Constitution, it should be binding on the states 

so ratifying. The states ratified in this order: 

Delaware, December 6, 17S7. Maryland, April 26, 1788. 

Pennsj'lvania, December 12, 1787. South Carolina, Ma}' 23, 1788. 

New Jersey, December 18, 1787. New Hampshire, June 21, 1788. 

(ieorj^ia, January 2, 1788. X'irs^inia, June 2.S, 1788. 

Connecticut, January 9, 1788. New York, July 2(), 1788. 
Massachusetts, February 6, 1788. 

The congress under the Articles of Confederation was in session 
in the summe;; of 1788. It passed the Ordinance for the govern- 
ment of the Northwest Territory and a resolution declaring that the 
Constitution had been ratified by ten states, and ordered elections 
to be held in the states on the first Wednesday in January. 1789, 
to select electors who should vote for president and vice-president. 

The legislature of New York got into a quarrel and did not 
a|>|)oint any electors. So New York, North Carolina, and Rhode 
Islantl did not help elect Washington as first president. 



EIGHTH YEAR-FIRST MONTH. 91 

The congress ( lower house ) did not get a quorum till March 
30, 1789. The votes for ])resident could not be counted till a quo- 
rum could be had in the Senate. On April G the votes were counted 
by both houses (Senate and House of Representatives). 

Washington and Adams were elected and messengers were sent 
to notify them of their election. They must then journey to New 
York to be inaugurated. So it was A})ril 80 1)efore the inaugural 
ceremonies took place. 

Congress is now in session and there are two states that have 
not ratified the Constitution. These are North Carolina and Rhode 
Island. 

The convention called in North Carolina to accept or reject the 
Constitution disliked to do either: so after considerable delay the 
convention adjourned. August 2. 178<S. The convention assembled 
again in the fall of 1789. and, November 21. ratified. 

During the first session of congress the question of commercial 
relations with foreign countries was freely discussed. Each state, 
previous to ratifying the Constitution, was a presumably sovereign 
power.with right to make treaties.declare war, and do other things wdiich 
nations have a right to do. Congressmen discussed freely the propriety 
of treating with Rhode Island and North Carolina as they would with 
foreign countries. This discussion, mainly in the public prints and 
in private discussions, hastened Rhode Island in accepting the Con- 
stitution, May 20. 1700. But when she ratified all that needed to 
be done was to elect the number of representatives which she is 
entitled to in the apportionment in the Constitution and elect two 
senators and present to congress evidence f)f her ratification of the 
Constitution and she is a full-fledged state. 

We will remember then that no one of the original thirteen 
colonies was admitted to the Union as we now understand the 
admission of a state. 



92 EIGHTH VEAR-vSIvCOXD MONTH. 



SI'COND MONTH. 

Second War with Eiifiland.— Rlection of Madison. Ivnd of the 
Non-Intercourse Policy'. Tecuniseh's consiiiracy. Declaration of war 
with Kngland. Loss of Detroit and the Northwest. Naval victories. 
Perry's victory on Lake Erie. Ravages of the Atlantic coast. The Hart- 
ford convention. Treaty of peace. Jackson's victor}' at New Orleans. 
Admission of new states since 17S9. Westward movement of immigration 
begun. l{lection of Monroe. Tariff legislation. U. S. Bank. 

The Era of (iood Feeling'.— vSeminole War. Monroe's tourthrough 
New lvng"land. Purchase of Florida. The Missouri Compromise. Inter- 
nal imi)rovements. The founding of the vSoutli American republics. The 
IMonroe Doctrine. The Protective Tariff of 1(S24. Lafayette's visit. Elec- 
tion of John (juincy Adams. 

Summary. — 1. Impressment of American seamen. 2. Second war with 
England. 3. Results of the war. 4. National prosperit3^ 5. The slavery 
question. 6. The Monroe Doctrine. 7. Election of Adams by House of 
Representatives. 

Keview. 

Examination. 

NOTES ON THE SECOND MONTH's WORK. 

Th(_' Embargo Act, passed in thi^ latt(>r ])art of Jefferson's last 
term, did not seem to accomplish what it was intended to do, but it 
accomplished other valuable ends. It compelled the Americans to 
turn to their own resources and to their own energy for the supply 
of tlieir w^ants. It caused the Republican })arty to exercise powers 
which showed that nationalism was the true doctrine for America. 
It was injurious in that it ruined the commerce of the New Eng- 
land states. 

Madison saw that the End)argo must be repealed, so during 
the winter session of 1808-0 congress re pedaled the law and substi- 
tuted a Non-intercourse Act in its stead. 

Following the passage of the Non-intercourse Act there was a 
great revival of commerce. It is said that England. France, Eussia, 
and America threw to the winds all international commercial regu- 
lations and that corru})ti(jn and dishonesty reigned supreme. 

All this time England is (juietly working up an outl)reak 
among the Indians of the north wi'st. 

Tlie teacher will keep in mind that Englanil had never up to 
this time, in [)ractice at lefist, rt'cognized the I'nited States as a 
sovereign ])ower worthy the consideration due to the other powers 
of the earth. 

There were three s|)ecific complaints against England's attitude 
toward the UnitiMl States, namely: .1. Seizure of goods, belonging 
to neutral powers (neutral in the Napoleonic wars), carried by 



EIGHTH YEAR— SECOND MONTH. 



93 




American vessels. 2. Searching American vessels for British sea- 
men who had become naturalized American citizens. 3. Impress- 
ment of American seamen. 

The United States was not able to defend herself, so it was 
thought, upon the ocean; so the Embargo was laid (1807). This 
greatly displeased the New England people, as they were a commer- 
cial people. In 1809 the Embargo was ) /^ raised and a 
Non-intercourse Act passed. It was // not enforced 
strictly against France ; this incensed Eng- fi yi land and she 

sent war ships 
to our coast 
to harass our 
merchant ves- 
sels. Agents 
were also sent 
into the wes- 
tern country 
to incite the 
Indians to 
hostilities. 

Out of all this, war 
was declared against 
England in 1812. 

Try to lead the pu- 
pils to understand the 
thoughts and feelings 
of the American people 
during this period pre- 
ceding the outbreak of w^ar. 

There w^ere ihvee classes of 
people w^ith iwo well defined 
notions aliout our relations with 
England. 1. A large class of 
Federalists who thought the 
war unnecessary ; or rather, that 
it might be avoided. 2. A smal- 
ler class of Republicans who 
perhaps feared the national- 
3. Another class who thought that war was the 
only method by which the nation could maintain its standing. 

This third class rushed the administration into war before it 
was ready for it. 

Sketch a map similar to this on the board or on a large sheet 
of manila paper. 



izing effect of war. 



94 EIGHTH YEAR-SKCOND INIONTH. 

Ask such (jiiestious as will In-iuii^ out information as to the 
make-up of the settlers west of the Alleghany Mountains. A few 
samples are given: 

1. When did we get conn)lete control of the Mississippi River? 

2. What can you say of large cities west of the mountains? 

3. "What occu})ations did these western people follow? 

4. What means of C(^mmunieation with the coast states? 

5. Would these western nuMi make better soldiers than the men 
of the eastern cities? 

C. Locate and describe (that is. get a good picture in the mind) 
Detroit. Chicago (Ft. ])earl)orn). Ft. Mackinaw. Ft. Niagara, etc. 

7. Make continual use of the map and add to its completeness 
from day to day as your work proceeds. 

Let the st(n-y of the efforts of Hull to invade Canada and his 
consequent surrender of Detroit and the western territory be told 
as a connected whole. In commenting on Hull's actions do not 
allow children to form the opinion that Hull was a coward and 
deserved to be dealt with harshly; rather show his services to his 
country, give him credit for desiring to save the lives of his men in 
the jn-esence of overwhelming numl)ers and savage Indians. 

It is well to tix as definitely as you can the location of the naval 
battles of this war. It will be found difficult to describe a naval 
engagement for the reason that no map can be made of surround- 
ings. Still it will help to locate quite definitely the several battles. 
Let the pupils put on the board a little outline as follows: 

V. S. VESSELS. BRITISH VESSELS. PLACE OV ENGAGEMENT. 

Constitution, Guerriere, Off Gulf St. Lawrence. 

Wasp, Frolic, ? 

United States, ^Macedonian, ? 

Constitution, Java, ? 

Chesapeake, Shannon, ? 

Perry's Fleet, British Meet, Lake Erie. 

McDonough's Fleet, British I'leet, Lake Champlain. 

The list may ])e extended to smalhu* engagi^nents. It will help 
to write the name of the successful shi[) in some other cohu* than 
white — say blue or red. 

In discussing the ••Ravages of the Atlantic Coast"' lead the 
children to see that usually non-condiatants an> exempt from the 
ills of actual war. Have tlu' children see. if you can. just what it 
meant to a quiet Connecticut town of the size of the average county 
seat to have two thousand Red Coats land from a war shi}> and l)urn, 
kill, and pillage without opposition. 

The attack ui)on Wasliingfon is very thrilling, and it will j)ay 
the teacher to gfet some ffood account of Ihe dav's doings, anil either 
read or have read the story. 

The Hartford Convention will not inferi'sf children unless you 



EIGHTH YEAR-SECOND MONTH. 95 

can get them to see that all outward acts in war are the result of 
previous thinking. Here was a body of thinkers. They were 
trying to think out a plan of defense for New England, as it seemed 
that that section was the greatest sufferer from the war. 

It will be interesting and profitable to have pupils see that the 
battle of New Orleans was fought after the treaty of peace was 
signed. Could such a thing happen to-day ? This battle is a land- 
mark in our history and if the teacher can sketch a map of the sur- 
rounding country and be able to give additional facts about the 
l)attle to those in the text, it will be profitable. 

It is generally said in school histories that this war and previ- 
ous policies of government left the United States in a very depressed 
condition. The debt was about §120.000,000. Manufactures and 
agriculture were at a low ebb. Much damage along the Atlantic 
coast had been done to shipping. The currency of the country was 
in an unsettled condition. When you have gotten the material con- 
dition of the country before the children, then show that the country 
rapidly advanced in all forms of material interests. 

Review the admission of states, study westward movement of 
population. Find out what you can of the National Road from 
Cumberland. Maryland, to Pittsburg, and thence westward through 
Ohio, Indiana, and Illinois, toward St. Louis. Some very excellent 
descriptions of travel by flatboat have been published. 

Keep in mind that this westward movement of population is 
chiefly from the eastern and middle states and from foreign coun- 
tries. This will have a bearing in settling some questions in the 
slavery discussion. 

To meet the altered industrial conditions which presented 
themselves just after the war, it was thought necessary to recharter 
the U. S. Bank. You will remember that the first U. S. Bank was 
chartered in 1791. and ran twenty years. It therefore ran out in 
1811. At that time a single vote was lacking to recharter it. The 
war with England was fought without the help of a U. S. Bank, but 
now it was felt that the bank would serve a good purpose. It was 
therefore rechartered in 1810, to ran twenty years. 

Then again the tariff law was revised in 1816 with the double 
])urpose of protecting home industries and of carrying on internal 
improvements. C^alhoun said in 1816, ''Let us make great perma- 
nent roads for defense, and connecting more closely the interests of 
various sections of this great commonwealth, and encourage domestic 
industry." At this time Webster was opposed to a protective tariff, 
for he was wedded to the commercial interests of New England. 

The election of Monroe marks the beginning of a new era of 
industrial activity as well as a new era in politics. 



96 EIGHTH YEAR-SECOND MONTH. 

The Sominoles were a troublesome body of Indians living near 
the Florida territory. Their conduct was such as to involve Spain 
with us. Out of this came an effort on our part to purchase Florida 
that we mii:;ht the better control the disorderly element in this region. 

Missouri was a part of the Louisiana territory. This territory 
originally had slaves in it. The Ordinance of 1787 forbade slavery 
north of the Ohio and east of the Mississi[)pi River. When the 
movement to the west began after the War of IS 12. every slave- 
owner who wished to find a new home for himself and slaves went 
beyond the Mississippi River, while people who opposed slavery 
usually stopped in Indiana, Ohio, or Illinois. In this way Missouri 
was populated with a people favorable to slavery. When it asked 
to be admitted as a slave state, several plans were ottered which 
looked toward gradual emancipati(m of the slaves in Missouri. After 
much debate and many failures to check the growth of slavery, 
there was an agreement which was incorporated in the bill of admis- 
sion — namely, that Missouri should have slaves but that no other 
state made out of the Louisiana Purchase north of 3(3'-' 30' should 
have slaves. And this is the noted ''Missouri Compromise." 

While this struggle was going on in the United States, a strug- 
gle for freedom was going on in the South American States. The 
Spanish yoke had been thrown off and the several provinces had 
organized as independent republics. Spain disliked to grant inde- 
pendence and there was organized in Europe the Holy Alliance, 
whose pur])Ose was to maintain monarchy in Europe. At the same 
time Russia was moving south from Alaska greatly to the annoy- 
ance of both England and the L^nited States. It was believed in 
America that Spain would call on the Holy Alliance to help rein- 
state her in power in South America. To meet these two menacing 
movements Monroe sent to congress a message which in a great 
way announced our displeasure in any movement looking toward an 
increase in power in the western world of any European power. 
This is the "Monroe Doctrine". 

The tariff' was revised in 1821 and the protective principle 
maintained. The revision of 1821 was the result of a h)ud clamor 
from the western country. The western farmer saw that the pro- 
tective tariff built u]) industries in New England and that New 
England consumed his farm ])roducts. The west was therefore for 
the protective taritf. The south was very much oppostnl to it. 

Lafayette's visit in 1821 was a national evt'ut and marks the 
end of the "Era of Good Feeling". For the election of Adams 
brings contenticm. dissatisfaction, and the downfall of the anti- 
Democratic party, for in the election in 1828 Jackson, the champion 
of Democracy, was triumphantly elected president. 



EIGHTH YEAR-SECOND MONTH. 97 

QUESTIONS ON THE MONTH 's WORK. 

1. State the beneficial and injurious effects of the Embargo 
and Non-intercourse Acts in the United States. 

2. State your notion of the comparison between Perry's de- 
struction of the Lake Erie fleet and Dewey's victory at Manila. 

3. Were the New Englanders justified in their opposition to 
the war? Why? 

Jr. Get and give as clear a picture as you can of the burning of 
Washington. 

5. Make a map of the Mississippi River and surrounding coun- 
try near its mouth, and show plan of engagement at New Orleans. 

6. Why does a nation generally have prosperity just after a war? 

7. Picture the westward movement of population about 1816- 
1830. 

8. Tell all you can of the second U. S. Bank. 

9. Tell how the government has assisted in internal improve- 
ments. 

10. When the South American governments threw off the Span- 
ish yoke, "the United States acknowledged their independence". 
Explain fully that expression. 



98 EIGHTH YEAR-THIRD MONTH. 



THIRD MONTH. 

The Rise of the Democratic Party. — The opening^ of the Erie 
Canal. The first railroads. Temperance societies. Death of Adams and 
Jefferson. Tariff law of 182S. Election of Jackson. The spoils system. 
Anti-slavery agitation Jackson's opposition to the United States Bank. 
Nullification — the result of high tariff. Removal of the government funds 
from the United vStates Hank. Black Hawk War. l{lection of VanBuren. 
iMuancial crisis in \'anBuren's term. Distribution of the surplus among 
the states ( Illinois got .$477,919.24). Sub-treasury scheme. Slaver}- agi- 
tation. The Canadian rebellion. FHection of Harrison. The Ashburton 
treaty. Dorr's rebellion. The telegraph. The ]\Iormons. Election of 
Polk. Annexation of Texas. 

Siiniiiiary.— 1. Internal improvements. 2. (irowth of the protective 
tariff doctrine. 3. Expiration of the charter of the United States Bank — 
other financial matters. 4. Diplomatic relations with England. 5. Slavery 
discussion. Annexation of Texas. 

Review. 

Exaiuiiiatioii. 

NOTES OX THE THIRD MONTH's WORK. 

The impulse to material prosperity wliicli seems to have moved 
just after the war of 1812. resulted in the completion of the Erie 
canal. This wonderful enterprise was largely if not altogether the 
product of the foresight and good judgment of DeWitt Clinton of 
New York. There had been times when it seemed the west would 
permanently withdraw from political fellowship with the Atlantic 
seaboard states. This dissatisfaction was caused by the fact that 
there were no means of rapid communication between the Ohio 
region and the Atlantic ports. The Erie canal solves the ])roblem. 
Compare the political importance of the Erie canal in iS'i'"") with the 
project to build the Union Pacific and (Ventral Pacific Eailroads in 
1860. 

The opening of the Erie Canal created consternation in Phila- 
delphia, for goods could now be sent to the west from Philadelphia 
by water — down the Delaware River, out through Delaware Bay, 
around by coast to New York, up the Hudson, through the canal to 
the lakes. As a result Pennsylvania determined to connect herself 
with the west by some rapid means of connnunication. This re- 
sulted in a system of canals and horse railroads from Philadelphia 
to Pittsburg. 

The first railroads were simply grach-d roads with rails of wood 
running lengthwise on which a wagon ran. Horses were the motive 
power. 8uch roads had been in use in some of the states since 
1807. Steam became the motive power on these various railroads 
of the east about 1834. 



EIGHTH YEAR-THIRD MONTH. 99 

Intimately connected with this spirit of internal improvement 
was a desire on the part of many to foster home industries by in- 
creasing the tariff. Early in 1828, preceding the presidential cam- 
paign of that fall, a bill was proposed in congress which was finally 
passed and became a law. It is called '"The Tariff of Abomina- 
tions". It was the occasion for the outbreak of nullification in 
South Carolina. 

Jackson was elected in the fall of 1828 and entered upon his 
duties March 4, 1829. 

There was a general feeling that the government had always 
(or nearly so) been in the hands of the aristocratic class. That the 
common people had not had a fair chance. Jackson represented the 
common people. His election seemed to be an uprising of democ- 
racy. (Look up the derivation of democracy. ) 

Jackson said his friends should assist him in carrying on the 
government — hence the "spoils system". 

The Missouri Compromise was intended to be final in the 
slavery agitation, but it was not long till anti-slavery societies 
sprang up all over the north. Garrison and Lundy and others 
would not let the matter rest. 

Jackson was opposed to the United States Bank, which was 
chartered the second time in 1816, and ran for twenty years. Jack- 
son began early in his administration to defeat the rechartering of 
the bank. A bill to recharter was vetoed in 1832 and the bank 
ceased in 1836. 

Manufactures had grown quite rapidly in the United States. 
This was the result, partly, at least, of the protective tariff of 1816, 
1821, and 1828. It was not felt that this protection was of any 
advantage to the agricultural classes of the south. The foreign 
demand for cotton fell off in proportion to the decrease in the de- 
mand in the United States for imported goods. Thus the southern 
planter felt that the protective tariff worked doul)ly to his disad- 
vantage. It decreased the demand for his cotton and increased the 
price of his manufactured goods. Led on by the arguments of Cal- 
houn, the State of South Carolina promulgated the doctrine that a 
state could nullify a Federal law. Jackson thereupon issued his 
proclamation that the Federal law was supreme, and sent Federal 
soldiers to carry out his proclamation. 

Jackson's hatred toward the United States Bank resulted in 
the defeat of the bill to recharter, so in 1833 he removed the depos- 
its of the government from the United States Bank and distributed 
the money among state banks. This enabled the various banks in 
which deposits were made to make loans and otherwise assist in 
moving toward an apparently prosp-rous era. Jackson had been 



100 EIGHTH YEAR— THIRD MONTH. 

successful in carrying every point be had championed. He has 
another scheme which he starts before his term expires. The 
national debt was almost entirely wiped out as a result of the com- 
promise taritf of 1832-3. Money was accumulating in the "pet 
banks" at the rate of ^85,000,0.00 annually, and the problem was 
what to do with it. Jackson favored loaning this money to the 
several states, giving to each an amount proportioned to its repre- 
sentation in congress. A bill was passed ])roviding for such a dis- 
tribution. Three quarterly installments were made before it was 
discovered that within a year the government would need to borrow 
money or go on credit. 

This distribution to the states created a \yild speculation which 
resulted in great improvements in many localities. Canals were 
built, railroads constructed, cities grew, and individuals launched 
in private and corporate enterprises. Before Jackson's term ex- 
pired he had ordered the land agents to receive nothing but specie 
in payment for government lands. This order is known as the 
"specie circular"'. It tended to disorganize and cripple the busi- 
ness interests of the west and assisted in precipitating the financial 
crash in 1837. 

Xixn Buren followed Jackson. He bore the brunt of the strug- 
gle to maintain the credit of the nation which Jackson had almost 
destroyed. He conceived the sub-treasury scheme. This was a 
plan of having a central place of deposit of the government's funds, 
with sub-depositories in the large cities, all to be uniler the direct 
control of government officials. The teacher should give the pupils 
some notion of how our finances are managed to-day. 

During the latter part of Jackson's term and all through Van 
Buren's term, there was a great agitation of the subject of slavery. 
Petitions poured in on congress asking for some form of relief from 
the growing evil. These petitions greatly annoyed the southern 
members and finally a rule was enforced which prevented petitions 
concerning slavery being read in the House. John Quincy Adams, 
now a member of the House, in a wonderfully eloquent appeal to 
the sense of justice and right of the House, secured the repeal of 
the rule and the ''right of petition'". From now on slavery will 
greatly influence legislation. 

Harrison and Tyler come into otfice March. 1841. Harrison 
lives but a short time. Tyler became president. Webster was in 
the cabinet and was at work on a treaty with Lord Ashburton. 
This treaty fixed the boundary line from northeastern New York 
along the highlands between the St. Lawrence basin and the Atlan- 
tic slope. The present l)oundary of Maine. New Hnni[)Phlre, and 
Vermont on the northeast and north is the result of that treaty. 



EIGHTH YEAR— THIRD MONTH. 



101 



The slave interests of the south demanded more territory. 
There was no chance of expanding toward the northwest and nearly 
all the territory in the south had been made into states. It was 
therefore needful that some new territory should be found. Just at 
this time such territory presented itself in an application of Texas 
for admission into the Union as a state. Texas was a state in the 
Repiiblic of Mexico. In an early day American emigrants had 

gone into the state 
of Texas and settled. 
When trouble arose be- 
tween the state of Texas 
and the Republic, the 
Americans took sides with 
the Texans and Texas won 
her independence. The 
American emigrants grad- 
ually got control of things 
and so asked for admis- 
sion into the Union. The 
election of Polk embold- 
ened the slave interests to 
admit Texas, so Tyler 
signed the annexation bill 
shortly before the end of 
his term, and Texas be- 
came a state of the Union. 

QUESTIONS ox THE MONTH's WOEK. 

1. Why are canals not built so generally now as they were half 
century ago? 

2. Why has railroad building flourished so in the middle west? 

3. Explain what we mean by a protective tariff? 
4:. Write a short sketch of Andrew Jackson. 

5. Explain what is meant by the "spoils system". 

(J. State specifically Jackson's opposition to the United States 
Bank. 

7. Look up and tell the story of the conflict between Webster 
and Hayne over the nullification and slavery questions. 

S. Give fully the sub-treasury scheme. 

9. Tell all you can of the campaign in which Harrison was 
elected president in 18J:0. 

10. Give a short sketch of Texas. 




102 EIGHTH YEAR-FOURTH MONTH. 



I'OURTH MONTH. 

Slavery Ag'itation.— The Ores'on boundary. War willi Mexico. 
Taylor's "Army of Occupation." Three campai.tjns — 1. Aj^ainst California. 
2. Aj,^ainst New ]Mexico. 3. Against the City of Mexico. The Wilmot 
Proviso. Follow with some care Scott's campaij^n from Vera Cruz to the 
City of Mexico. Treaty of peace. Discovery of j^okl in California. Dis- 
cuss the items in the compromise of ISSO. Opposition to the fug^itive slave 
law. Death of Calhoun, Clay, and Webster. Uncle Tom's Cabin. Crj'stal 
palace. Perrj- opens the ports of Japan. Survey for the Pacific railroad. 
"Squatter vSoverei.y-nt}'." The struj^-g-le in Kansas. The American party. 
Election of Buchanan. Dred Scott decision. Business panic of '57. Sil- 
ver mines and oil wells. John Brown. Election of Lincoln. Secession. 
Peace congress. The Montgomery government. Star of the West. 

Suniinary. — 1. War with Mexico— result. 2. Settlement of the 
Northwest lioundary. 3. National legislation — Omnibus Bill. 4. Repeal 
of the Missouri Compromise. 5. The Dred Scott decision. 6. Rise of the 
Republican ]iarty. 7. Secession and rebellion. 

Review. 

Examination. 

NOTES ON THE FOIKTH MONTH's WORK. 

Refer to your discussion of Lewis and Clark "s overland trip to 
the "Oregon country"" in the latter part of first month"8 work. In 
addition find out about conflicting claims to this territory. The 
mouth of the Colum])ia River was entered by Capt. Grey, of Boston, 
in 1102. Lewis and Clark explored it in 1804-5. John Jacob 
Astor built Astoria (a trading station) in IS 11. There was an 
English law or doctrine that the entrance of a vessel into the mouth 
of a river gave the countr) owning the vessel the right by discovery 
to all territory drained by the river. Therefore we said '•54:° 40' or 
fight." By treaty in ISlS England and the United States agreed 
to occupy jointly the Oregon coast for ten years. In 1827 this 
treaty was continued indefinitely, not to be broken by either without 
twelve month's warning. In 1S40 we gave the warning. The 
treaty was made in Washington City in 184(3 and fixed the boundary 
at 40" north latitude. 

As we learned in last month the annexation of Texas was a 
a political cry in the campaign of 1844. This of course held all the 
slave holding interests together. Something should be done to gain 
votes in the north. The cry "54° 40' or fight" served to hold for 
Polk the restless vote of the north. As soon, however, as the elec- 
tion was over a treaty was entered into with Great Britain in which 
the line between the United States and that country was fixed at 
4'J° from the Lake of the Woods to the middle of the strait San 
Juan de Fuca. From here it turns south and follows the middle 



EICtHTH year-fourth month. 103 

of that channel to the ocean. We thus lost the south end of Van- 
couver which by rights we ought to have had. 

Tyler signed the joint resolution of congress for the admission 
of Texas, March 1, islT). The Texan congress ratified the admis- 
sion July 4, 184:5. In the meantime the Mexican minister at Wash- 
ington protested and asked for his passport. (Explain this matter 
to the pupils.) After July 4, 184:5, all territory over which Texas 
had exercised legal jurisdiction was United States tendtory, and each 
man in said territory could claim protection under the flag. (Con- 
stitution: "The citizens of each state shall be entitled to all privileges 
and immunities of citizens in the several states.") If the Texan 
Republic owned the land between the Neuces and Rio Grande 
Rivers, then the United States must protect life and property in 
this territory — hence the "army of occupation." The attitude of 
Mexicans toward citizens of the United States previous to the 
admission of Texas was very exasperating. There were claims 
against Mexico by American citizens to the amount of 'S(>,0( )().()()(). 
(Teacher explain that a government is liable for the conduct of its 
citizens.) These claims were for property destroyed by Mexican 
brigands on the Rio Grande and Mexican pirates in the Gulf of 
Mexico. 

Let the pupils sketch maps to show the movements of Taylor 
and Scott. Do not put too much stress on the battles. Discover 
with the pupils the civilization of the Mexicans as indicated in their 
manner of fighting, their arms, and their fortifications and cities. 
The teacher may profitably read Grant's account of his part in the 
war as found in his memoirs. 

Almost as soon as war was declared, the president asked for an 
appropriation of $2,000,000 with which he wished to settle the 
boundary dispute, and thus stop the war. The sentiment in the 
north was very much figainst the war. David Wiimot of Pennsyl- 
vania, a Democrat, offered a bill appropriating the money with the 
proviso that slavery should never exist in any territory acquired 
from Mexico. The bill failed to pass the Senate and was introduced 
into the next congress, but failed again. 83,000.000 was then 
granted without the proviso. 

The American army was victorious in every battle and the 
Mexicans were compelled, to sue for peace. The poor Mexicans 
were at the mercy of the invading army and must accept whatever 
terms of peace the Americans might propose. The terms were 
finally agreed upon and we paid Mexico 315.000.000 for territory 
gained, besides we were to pay $3,500,000 to American citizens, the 
amount Mexico owed individuals in this country. 

The treaty of peace was not yet made when gold was discovered 



104 EIGHTH YEAR— FOURTH MONTH. 

in California. This region was wrested from the Mexicans ])y some 
early settlers assisted by General Fremont and Commoilore Stock- 
ton. The territory was released by Mexico by the treaty of Hidalgo. 
Almost immediately, as if by magic. San Francisco sprang into 
being; other towns and settlements were fonnded. so that by iS-iO 
there are enough people there to justify organizing as a state. In 
the meantime a presidential election had been held and Taylor, the 
hero of the Rio Grande campaigns, had been elected president, He 
was a southern slave owner, a Whig, and father-in-lnw to Jetferson 
Davis. But no doubt his sympathies were with those who wished 
to restrict the spread of slavery. 

When therefore California asked for admission as a free state 
the slaveholders were furiously mad. They set up claims that (1) 
runaway slaves could not be recovered: (2) that the north was agi- 
tating for the abolition of slavery in the District of Columbia; (3) 
that a slave owner had the right to take his slave into any territory. 
The Free-soilers demanded that (1) there should be no more 
slave states admitted; (2) that C^difornia sliould Ix- admitted as a 
free state. 

Out of all this variety of opinion and these contentions there 
was passed what is usually called the Omnibus Bill; it is also called 
the Compromise of 1850. This is a very important subject and 
should lead the pupils to see that the public mind is hard to satisfy 
on the question of slavery. There are usually live heads given: 
1. California admitted as a free state. 2. Utah was to be organized 
without mention of slavery. 3. That New Mexico should be organ- 
ized without mention of slavery, and that -SlO.OOO.OOO should be 
paid Texas to release her claims on part of the New Mexico terri- 
tory. 4. The slave trade should be abolished in the District of 
Columbia. 5. Tlie Fugitive Slave Law jn'ovided for the capture 
and return, by all citizens, of fugitive slaves. To comply with this 
fugitive slave law was in direct conflict with the consciences of 
many people. And no law can long stand which is opposed by the 
conscience of the people. ''Uncle Tom's Cabin'" followed. An 
intense feeling now prevailed all over the north, and underground 
railroads were speedily organized. 

The "Arts of Peace" were collected in Crystal i^ilace. New 
York. Discuss with the pupils the good which comes from a great 
exposition such as this one. 

The foothold of the United States on the Pacitic coast in the 
possession of Oregon and California rendered it necessary that 
much of the intercourse between the United States and Eastern and 
Southern Asia should have San Francisco as its eastern terminus. 
So Perry was sent to uiake a coninirrcial treaty with Ja[)aii. Then 



EIGHTH YEAR— FOURTH MONTH. 105 

again there must l^e better means of communication between the 
Atlantic states and the Mississippi basin states and the Pacific coast; 
so congress orders a survey of a railroad across the plains and the 
Rockies. 

The work from now to the close of the month is so closely con- 
nected with the subject of slavery that it may be regarded as one 
topic. Congress had set the precedent in the compromise of 1850 
that a territory might be organized either with or without slavery. 
This was called the theory of non-intervention, reasoning that the 
people in the territory should settle the matter for themselves. In 
1854 Senator Douglas, of Illinois, introduced into the United States 
Senate a bill which virtually repealed the Missouri Compromise. It 
provided for the organization of Kansas and Nebraska as territories 
with the question of slavery to be left entirely in the hands of the 
settlers. Mr. Douglas was reminded that this bill, if it become a 
law, would repeal the Missouri Compromise. Mr. Douglas replied 
that the compromise of 1820 was superceded by the compromise of 
1850, and that the theory of "squatter sovereignty" was upheld in 
the latter compromise. Everything was done that could be done to 
divert Mr. Douglas from his course, but nothing would turn him. 
Senator Chase, of Ohio, said that the measure was "a violation of 
the plighted faith and solemn compact which our fathtJrs made and 
which we, their sons, are bound by every sacred tie of obligation 
sacredly to maintain." A strong ''appeal" was gotten out by the 
"Independent Democrats." This appeal denounced the bill "as a 
gross violation of a sacred pledge." It said in reply to Douglas's 
statement that the Missouri Compromise had been repealed 'that 
such a statement was a manifest falsification of the truth of history." 

Notwithstanding the efforts of the anti- slavery people the bill 
became a law May 30, 1854. Almost immediately emigration began 
to set towards Kansas. The friends and opponents of slavery met 
in open physical conflict and much bloodshed was the result. After 
years of struggle the anti-slavery people prevailed and in 1861 
Kansas was admitted as a free state. In the struggle "old John 
Brown, of Ossawotomie," was a striking figure. Brown was after- 
ward executed in Virginia for heading an insurrection against the 
government and for murder. 

Find the story of Dred Scott, if it is not given in your text. 
Call attention to the fact that up to this time two of the branches of 
the Federal Government had been actively at work trying to resist 
the rising tide against the institution of slavery: the legislative 
branch had done its best to foster the institution and protect it 
against its enemies; the executive branch had called into requisition 
the civil (United States marshals) power, as well as the army and 



106 EIGHTH YEAR— FOURTH MONTH. 

navy. (See the Burns riot of Boston, 18~)4.) Now the tliird great 
arm of goverment, the supreme court, is to add its interpretation of 
law and justice and mercy. It is to be henceforth taught that the 
negro has no rights which the white man is bound to respect. This 
is an event in the history of our country demanding careful study 
by the student of history, especially in view of the history which 
has been made since 1860. 

Among the champions of liberty was AIn'aham Lincoln. He 
was op})osed to the doctrine of scjuatter sovereignty, for he argued 
that congress had the power to regulate the institution in territory 
belonging to the United States. In the winter of 1858-*,) the Leg- 
islature of Illinois was to elect a United States senator. Douglas 
was desirous of being reelected while Lincoln's friends were anxious 
to see him as the choice of the legislature. The lower house of the 
leerislature was itself to be elected in November. 185S. It was 
agreed between Lincoln and Douglas that they would hold joint 
debates before the peo{)le in order that the people as well as the 
candidates for the legislature might know what the tenatorial can- 
didates believed and proposed to do if elected. A legislature 
favorable to Douglas was elected and Lincoln was compelled to bide 
his time. 

Two years from that fall Lincoln and Douglas were again 
before the [)eople — this time for the othce of president of the United 
States. Douglas's stand two years ago was in favor of squatter 
sovereignty and against the Dred Scott decision. Lincoln plead the 
supremacy of congress. The south could not support a man who 
himself would not support the Dred Scott decisi<jn at least in 
theory . 

The election resulted in the selection of Lincoln as president 
of the United States. Almost immediately the state of South Caro- 
lina took steps to secede from the Union. During the winter of 
'60-'61 everything was done to quiet the feelings of the slave owners 
in the south, but nothing was accomplished. South Carolina seceded 
and other states followed and a temporary government was organ- 
ized at Montgomery, Alabama, with Jetf'erson Davis as president. 

Fort Sumter was virtually in a besieged condition, and the Star 
of the West was tired on by South Carolina, and shortly after, the 
Fort was compelled to surrender. By early summer, ls()l, the 
War of the Rebellion was fully launched and events come and go 
with great rapidity. 

QIESTIOXS .AND TOriCS. 

1. Why was it important that the United States should get 
control of Oregon ? 



EIGHTH YEAR— FOURTH MONTH. 107 

2. Was the war with Mexico a just war? 

3. Name three distinct campaigns in the Mexican War. 

4. Enumerate all the provisions of the compromise of 1850. 

5. Was it fortunate or unfoitunate that gold was discovered in 
California? 

6. State clearly what was recjuired in the Fugitive Slave Law. 

7. Give a brief summary of the plan of Uncle Tom's Cabin. 

S. How can you justify Douglas's repeal of the Missouri Com- 
promise ? 

i>. Why WHS the Dred Scott decision important? 
10. Were the southern states really out of the Union ? Give 
the argument to support your answer. 



108 lilC.HTH YKAR— FIFTH MONTH. 



FIFTH MONTH. 

Preservation of the Union. — Lincoln'.s inaugural addrcs.s. Inring- 
on F"ort Sumjiter. Call for 7.^,000 volunteers. Removal of Confederate 
capital to Richmond. Confederate line of defen.se: From Norfolk -via 
Richmond, Lynchhur<i:, Cumberland Gap, Na.shville, Forl.s Donelson and 
Henry, to Columhu.s The Confederates hold the ]\Ii.s.si.s.sippi River from 
below Cairo to it.s mouth. They al.so hold the Atlantic and gulf ports 
from Chesapeake Bay south. The government's pun^oses were: 1. 
Blockade the southern ports. 2. 0]ien the Mississippi River. 3. To break 
the Confederate line of defense. The Trent affair, (irant opens the Mis- 
sissippi. F^mancipation proclamation. Occupancy of the Atlantic and 
gulf ports. Cam])aigns against Richmond by McClellan, Pope, Burnside, 
Hooker, ^Nleade, and Orant. Sherman's march to the sea. Surrender of 
Lee. 

Summary.— 1. Causes of the Civil War. 2. Activity of the seceded 
states. 3. Defensive and offensive plans of campaigns. 4. Progress in 
naval warfare. 5. Foreign relations. 6. The downfall of the Confederacy. 

Review. 

Examination. 

NOTES ON FIFTH MONTH'.'^ WORK. 

From the date of the election in November. I860., there was 
systematic ])re])aration in the south to secede from the Union. 
South Carolina took the lead. The governor asked the legislature 
to remain in session, after selecting the electors, until the result of 
the election was known. The result was known in a few days. The 
legislature, before adjourning, called a convention of the peojile to 
consider the question of passing an ordinance of secession. This 
convention met December 17, 1<S60. Within three days an ordi- 
nance of secession was passed. This was followed by ordinances of 
secession in Mississippi, Florida. Alabama. Georgia. Louisiana, and 
Texas. 

The winter of '(K) 'Ol was a memorable one in Washington, 
D. C. Congress met in December and was in session till March. 
Many plans and schemes wore brought forward to pacify the south 
but nothing would satisfy them. The most noted of these was the 
Crittenden Compromise. This plan provided for a permanent 
dividing line l)etween slave and free states; and for the payment by 
the government for all slaves escaping by aid of abolition or anti- 
slavery ])eople. The compromise failed to })as8. 

Lincohi. in his quiet Sjiringfield home, was pondering the 
problems with whicli the statesmen in Washington were wrestling. 
The time for his inaugural was drawing nigh and at the appointed 
time. March 4, the new chief mao^istrate was sworn into office. 



EIGHTH YEAR— FIFTH MONTH. 



lOQ- 



Let pupils })repare for either oral or written recitation a sketcK 
of Lincoln as follows: 

1. Date and place of birth; ancestors. 

2. His migrations. 

3. His early life, including education. 

4. His life as a lawyer and legislator. 

5. His anti-slavery views, and debate with Douglas. 

6. His service as president. 

7. His death, and value of his life to us. 

Have pupils give their notion of an "'inauguration." (The 
essential thing is taking the oath prescribed liy the Constitution.) 



■ 










1 ^J^^^^^^^^v^ ' ' "^i 


1 ^" 


H|^^pMI| 



PRESIDENT LINCOLN AND HIS CABINET. 

For the sake of doing justice to the cause of truth in history 
we should be able to tell the pupils, if the text does not give it, 
the words of conciliation which Lincoln uttered in his inaugural 
address. He said. "I have no purpose, directly or indirectly, to 
interfere with the institution of slavery where it exists. I believe I 
have no lawful right to do so, and I have no intention to do so.'' 
But these earnest words had no effect upon those who were seeking 
the disruption of the Union. On the 12th of April troops under 
the command of Gen. Beauregard in the city of Charleston fired on 
Fort Sumter. In two days the garrison under Maj. Anderson was 
compelled to surrender. The pupils should sketch a map of Charles- 
ton and the harbor. 



110 EIGHTH YEAR-FIFTH MONTH. 

Following the tiring on Fort Sumter, the president called for 
75,000 troops to serve for three months. This call was responded 
to with outbursts of patriotism. 

The Confederate Stales government had been organized at 
Montgomery. Ala])ama. but as soon as Virginia seceded the seat of 
government was moved to Richmond, Virginia. 

Keep in mind now the need of maps. If the school is not sup- 
plied, draw a large maj) on the blackboard. This need take in only 
the eastern half of the United States. 

Show the pupils that the Confederates are very active and get 
possession of all the southern ports, the Mississippi River, and 
establish a line of strong defenses from Norfolk to Columbus, Ken- 
tucky. This line of defenses began at Norfolk, near the mouth of 
the James, through Richmond, Harper's Ferry. Lynchburg, Cum- 
berland Gap, Mill Spring, Bowling Green, Nashville, Fort Donnelson, 
Fort Henry, Columbus, and on west and southwest toward the Rio 
Grande. /There were thus three problems before the government 
at Washington : 

1. To blockade the southern ports. 

2. To open the Mississippi River. 

3. To break through this strong line of forts from Norfolk to 
Columbus. 

On the 19th of April the president declared the ports of the 
seceded states in a state of blockade. 

Let us see if we know what is meant by blockading a port. 
Now. when hostilities began between the government and the rebel- 
lious states, England, France, and Spain hastened to recognize the 
belligerency of the Confederate government. This act put the 
Confederate government on sucli a footing as enabled them to pur- 
chase munitions of Mar abroad. It was now the aim of the govern- 
ment to prevent the Confederates from getting any help from abroad. 
Government war vessels were therefore stationed somewhat out in 
the sea in front of a city, as Charleston, and whenever a vessel 
starte 1 out of port to drive it back or capture it. Neither were ves- 
sels from foreign countries allowed to bring in any kind of goods or 
to have any communication with the rebellious states. For the 
the president of the United States had '"declared the })orts of the 
rebellious states to be in a btate of blockade.'" If a vessel could get 
out of ])ort without being caught, or get in. it was called running the 
blockade. Hundreds of shi[)s, constructed for speed and painted a light 
gray or some unattractive color, were built abroad for the purpose of 
running the blockade. See if pupils know why foreigners would risk 
their lives in order to get into one of the southern ports. 

The Trent affair is related to this matter of runninir the block- 



EIGHTH YEAR-FIFTH MONTH. Ill 

ade. The Confederate government wanted to send two men, Mason 
and Slidell, to England and France, to arrange for moral and 
material help. There were no passenger ships direct from Charles- 
ton to England, but if they could get to Havana they could board aa 
English vessel. This they did, and as they were proceeding on. 
their way they were taken from the English steamer Trent by a 
United States war vessel and taken to Boston. This act on the 
part of the United States was contrary to the principles we fought 
for in 1S12. The men were given up to England and finished their 
journey, but accomplished nothing in England or France. 

Gradually the government closed in on the southern ports. 
New Orleins, Mobile, Pensacola, Savannah. Charleston, and Wil- 
mington were captured or completely blockaded. The first great 
problem was thus finally solved. 

The solution of the second problem, opening the Mississippi 
River, was confided to General Grant. There is something attractive 
in the progress which Grant makes from start to finish. On your 
map locate Cairo, Illinois. Trace in connected order his movement 
against Henry, Donnelson, Pittsburg Landing, Corinth, Jackson, 
and Vicksburg. Show how he afterward saved the Union army at 
Chattanooga. Sherman's march to the sea, while not originally on 
the programme, is an interesting bit of war history. 

The second problem, though not easily solved, is accomplished 
through the consummate skill and determined purpose of Grant and 
Sherman and Logan. 

The third problem was put into the hands of McClellan, but 
from some cause he did not seem to make much headway. Grant 
had broken this strong line in the west but the task was not so 
easily accomplished in the east. The command of the armies in the 
east was transferred from one to another till Grant had shown by 
his work in the west that he would accomplish what was assigned to 
him even "if it takes all summer." He was therefore called to the 
command of the entire army of the nation, with headquarters in the 
field with the Army of the Potomac. Slowly but surely Grant 
pushed his army before Richmond. The army of Northern Virginia 
being worn out with continual watching and fighting, and being in 
almost destitute circumstances, was forced to surrender. The third 
problem is solved. 

Although there is nothing said of finance in the outline for this 
month, there is an excellent opportunity to give some good lessons 
here in this matter. Perhaps in some texts the matter of bonds and 
currency may be mentioned. Ask children where the money came 
from to carry on this great war. Where did the Confederate 
government get its money? 



112 EIGHTH YEAR— FIFTH MONTH. 

The teacher may ex])lain the issuing of bonds. Call attention 
to the fact that bonds issued by the Confederate government and 
sold in foreign countries were never paid. Read section four of the 
fourteenth amendment to the Constitution. 

Few persons who have not made special study of Lincoln's atti- 
tude toward the question of slavery and its abolishment know any- 
thing of the efforts he made to adjust the trou])les()me matter. If 
Mr. Lincoln had had it in his power he would doubtless have freed 
the slaves and have paid their masters for their loss. But all efforts 
in this direction were spurned by the slaveholders in the loyal states, 
and Mr. Lincoln had to l)e content to do the thing he much wished 
not to do — proclaim the freedom of the slaves without remunerating 
the masters therefor. 

The teacher must not fail to emphasize the Sanitary and Chris- 
tian Commissions in their work of mercy towards the suffering 
wherever found. 

Although this is a month of "war," and although many would 
banish war from the text, yet there are many things that appeal to 
the feelings of pupils and strengthen the will for the right. Patri- 
otism, justice tempered with mercy, and charity for all have grown 
out of the hard issues of the late war. 

QUESTIONS ON THE WAE. 

1. Give as nearly as you can the reasons assigned by the south- 
ern leaders for seceding from the L^nion. 

2. How do you account for Lincoln's ability to handle so diffi- 
cult a task as the suppression of this great rebellion ? 

3. Tell all you can of Douglas's influence in the Civil War. 

4. Explain why England should help, either directly or indi- 
rectly, the rebellious states. 

5. Explain how the government raised money to carry on the 
war. Also how the Confederate government got money. 

0. State any advantages the people of the south had over those 
of the north in the struggle. 

7. Describe the greatest naval engagement of the war. 

8. State what might have been the probable result if Lee had 
been victorious at CTettys1)urg. 

0. Ex[)lain as fully as you can the ])resident's right to issue the 
Emancipation Proclamation. 

10. Explain the work done by the Sanitary and Christian Com- 
missions. 



EIGHTH YEAR-SIXTH MONTH. 113 



SIXTH MONTH. 

End of War and Reoonstriiction.— Assassination of Lincoln. San- 
itary and Christian Commissions. The grand review. Disbanding- the 
armies. Organizing governments in the seceded states. Amnesty proc- 
lamations. Public debt and means for its reduction. Views of the 
President and of Congress on reconstruction. Thirteenth, fourteenth, and 
fifteenth amendments. Tenure of office act. Impeachment of the Presi- 
dent. Trial and acquittal. Purchase of Alaska. Maximilian in Mexico. 
Atlantic cable. Election of Grant. Pacific railroad completed. The 
Geneva award. Great fires in Chicago and Boston. Commercial crisis of 
'73. State governments in the Sovtth. Resumption Act. Centennial 
exhibition. The Electoral Commission. War with the Sioux Indians. 
Hayes' inauguration and withdrawal of troops from the South. Resump- 
tion. The Halifax award. Election of Garfield. 

Summary.— 1. Disbanding the armies. 2. Different theories about 
reconstruction. 3. Impeachment, trial, and acquittal of Johnson. 4. 
Diplomatic relations with foreign countries. 5. A century of governrnent 
of the people, by the people, for the people. 6. Electoral Commission. 
7. Resumption of specie payments. 

Review. 

Examination. 

NOTES OX SIXTH MONTH's WORK. 

Before beginning the month's work as outlined in the Course, 
call attention to the retreat of Lee from Richmond, till exhausted 
and hemmed in he is compelled to surrender. The quiet demeanor 
of the Silent Man under these trying circumstances is well worth 
the study of our boys and girls. 

Get the children to picture two great armies occupying a line 
of battle some six or eight miles long. Let them see that on each 
side the army is divided into large divisions with some great general 
at the head of each division. See these two armies facing each 
other waiting till the two greater generals discuss the conditions 
upon which war shall cease. Over in a house near, sit these two 
warriors. They had fought side by side in the Mexican War, having 
been educated by the government at West Point. Grant dictates 
the specific terms upon which the rebellious army is to return to 
their homes. The two generals bid each other good bye and Grant 
returns with a light heart to Washington. Lee issues a well-timed 
address to his soldiers, their guns are stacked, they sign an agree- 
ment termed a parole and with weary tread take up their journey to 
their once happy homes. These they find in ashes often, or demol- 
ished by the ruthless hand of war. 

Do not dwell at length upon the assassination and death of 
Lincoln. Show the loss to the ' country of so noble a soul at so 
critical a time. But call attention to the fact that the world depends 



114 EIGHTH YEAR— SIXTH I^IONTH. 

upon no one man for any great length of time. It would have been 
bad indeed if the great men of Lincoln's time had not learned some- 
thing from his life. They had, and so the government moves on 
toward its high destiny of guaranteeing to all "life, liberty, and the 
pursuit of happiness," and this ''without regard to race, color, or 
previous condition of servitude.'' 

The Grand Review will enable the pupils to see their fathers 
and brothers march down Pennsylvania Avenue to receive the 
plaudits of the nation they had saved. It is not an hour of triumph 
over an enemy. Call attention, if you have read some Roman his- 
tory, to the difference between this grand review of the volunteer 
soldiers of a nation and the triumphal procession of Csesar. 

Lead the children to see what a grand thing it was for this 
great army of half a million to be mustered out and return to the 
arts of peace. 

It will be impossible to name and discuss in order all the steps 
taken in the reorganization of the states lately in rebellion: but the 
teacher should gather up some scheme as follows: 

1. The president removes the commercial restrictions against 
the seceded states in which opposition to the government had ceased. 

2. A proclamation stating upon what conditions, with certain 
exceptions, })ersons lately in rebellion might receive full amnesty 
and pardon, and be reinvested with the right to exercise the func- 
tions of citizens. 

3. The appointment by the ])resident of provisional governors 
over North Carolina, South Carolina. Georgia. Florida, Alabama, 
Mississippi, and Texas, with power to organize governmeiits in those 
states. 

4. Removal of the restrictions of internal commerce, by proc- 
lamation of the president. 

•"). Paroling state prisoners, and annulling the act suspending 
the writ of habeas corpus. 

Just as soon as the armies of Lee and Johnson disbanded and 
Davis was captured all civil authority ceased in the south. No one 
was authorized to act as constable, justice, sheriff, or in any other 
civil capacity. The entire south was put imder military control. 
The president issued proclamations of amnesty to all who had been 
engaged in the rel)ellion excepting certain grades of officers. 

The debt contracted in the preservation of the Union was enor- 
mous. It was all (Irawinij a hisrh rate of interest and it was needful 
that our finances should be on the firmest basis. On August 81, 
1805, the national debt was S2,845.O0(),(lO(). Besides this great 
debt the states had incurred debts in providing for their soldiers or 
providing other means of defense. To provide for the handling of 



EIGHTH YEAR-SIXTH MONTH. 115 

this obligation National Banks were chartered. This was in 1863. 
A high protective tariff was put upon importations and an internal 
tax was also imposed. In this way the income was largely in excess 
of the expenditures, and almost before the last volunteers were dis- 
banded the reduction of the debt began. 

The reconstruction history is tedious, and not easy for begin- 
ners to understand. Lincoln made a proclamation that whenever 
one tenth of as many persons as voted in 1860, in any rebellious 
state, should lay down their arms and take an oath of allegiance, 
and would send representatives to congress, he would recognize the 
government in that state. Three states, Arkansas, Tennessee, and 
Louisiana, complied with Lincoln's request, but congress would not 
accept the senators and representatives. Congress then outlined a 
scheme of reconstruction which Lincoln would not approve, and 
with this state of things came Lincoln's assassination. Johnson, 
shortly after assuming the duties of j^resident, congress not being 
in session, placed over each rebellious state a military governor and 
provided for the resumption of the civil authorities. The southern 
states began the work of reconstruction along the lines mapped out 
by Johnson, but when congress met, in December, 1865, it would 
not indorse Johnson's plans, and so a contest was on between John- 
son and congress. During this session of congress the Republicans 
had a majority in each house and could legislate in spite of John- 
son's veto. Several acts were passed, among them the "Civil Rights 
Bill," "Freedman's Bureau Bill," "Tenure of Office Act," and the 
"Reconstruction Act.'" The president opposed these measures 
bitterly but could not prevent their going into effect. The presi- 
dent was so hostile to the Tenure of Office Act that he violated its 
provisions and as a result of the breach between the president and 
congress the president was impeached by the House of Representa- 
tives. When the case came before the Senate for trial the country 
was in a wild state of excitement. For no other president had ever 
been impeached. The trial was long drawn out. but when the court 
brought in the verdict it was "not guilty as charged." This was 
the close of open warfare although an intense feeling existed for the 
remainder of Johnson's terra. 

Troops were kept in the seceded states to preserve order, and 
after many very trying experiences the state governments were exer- 
cising their accustomed duties and in Hayes's administration the 
troops were withdrawn. 

Show the children that the Thirteenth, Fourteenth, and Fif- 
teenth Amendments to the Constitution were the outgrowth of the 
war. Explain each one to the class. 

I have not taken up all the topics as given in the Course. 



116 EIGHTH YEAR-SIXTH ISIONTH. 

The purchase of Alaska and laying the Atlantic cable are espe- 
cially valuable. Lead pupils to discuss advantages growing from 
each. In Grants term the Pacific Railroad was finished. ( See 
the survey in fourth month. ) In order to complete this road the 
government granted the companies building the road many thou- 
sands of acres of land, and guaranteed the payment of nearly a 
hundred million dollars in bonds. Why should the government be 
so deeply interested in this road? 

The Geneva Award will recall the part England took, indi- 
rectly, in helj)ing the Confederate government. The Alal)ama had 
destroyed al)out S15, 000,000 worth of property belonging to citizens 
of the United States. The commission which met at Geneva decid- 
ed that England should pay that sum to the United States. The 
money was then distriljuted among those who could show to the 
Alal)ama Court of Claims that they had property destroyed and 
were therefore entitled to a portion of the money. 

Following close upon the great fires in Boston, Chicago, and 
the pineries of the north, came the hard times of '78. The causes 
of financial depressions would better be left to wiser heads for state- 
ment, but it is no trouble to state the accompanying conditions. 
Money became scarce, prices low, industrial enterprises deranged, 
and general distrust in business relations prevailed. During these 
hard times it seemed other disorganizing forces were at work. The 
state governments in the south had passed into the hands of the 
"carpet baggers" and the ignorant negroes, and corruption and 
recklessness seemed everywhere to prevail. 

Very little gold or silver money had l)een in circulation since 
the beginning of the Civil War. The circulating medium was 
greenbacks and national bank notes. Silver had been demonetized 
in 1873. But there was a very general feeling that the bonds held 
against the government should not be paid in gold alone. So in 
1878 a law called the Bland law provided for the coinage of not less 
than $2,000,000. nor more than .^4,000,000 per month, the bullion 
for which must be purchased by the government at the market price. 
A law was also passed, called the Resumption Act, which provided 
that on and after January 1, 1S71>, the government would resume, 
or l)egin again, the payment of specie — gold and silver. Previous 
to this all paper money was somewhat depreciated. The resump- 
tion of specie payments placed all forms of money on a par. 

In speaking of the Centennial Exposition, show that the event 
celebrates a century of independence and that it marks the onward 
march of progress in the industrial and fine arts. 

The Electoral Commission was a temporary expedient to settle 
a very complicated question. The legality of the electoral votes 



EIGHTH YEAR— SIXTH MONTH. 117 

from several southern states was questioned. In fact, in more than 
one instance two sets of electoral votes were sent to the president 
of the Senate. (See the Twelfth Amendment to the Constitution.) 
This commission, made up of five representatives, five senators, and 
five judges of the Supreme Court, decided Hayes was elected, and 
so he was inaugurated. Hayes conciliated the southern states by 
withdrawing the troops from there. Soldiers had been stationed in 
various places in the south since the close of the war. Hayes' 
administration was in the main uneventful. 

QUESTIONS FOE EXAMINATION. 

1. Were the rebellious states really out of the Union? 

2. Describe carefully the difference between the return to their 
homes of the boys in blue and those in gray. 

3. Tell all you can about how the government managed its 
finances during the war. 

4. Tell as fully as you can what is in each of the last three 
amendments to the Constitution. 

5. State as clearly as you can the difference between the views 
held by President Johnson and the congress on the reconstruction 
of the governments in the seceded states. 

6. Describe the impeachment proceedings in the House. 

7. Describe the trial in the Senate. 

8. Grant was elected president upon his military record largely. 
Name all the presidents who attained prominence as military men. 

9. Describe the proceedings before the Geneva Commission. 
10. Give a full account of the composition "and work of the 

Electoral Commission. 



118 EIGHTH YEAR-SEVENTH MONTH. 



SEVENTH MONTH. 

Recent History.— Death of Garfield. Anti-polj'g-amy bill. Civil 
service. The New Orleans exhibition. Standard time. Yorktown cele- 
bration. The New South. Election of Cleveland. Presidential succession 
law. Electoral count act. Interstate commerce law. Labor troubles. 
Statue of Liberty. Centennial of Washington's inauguration. Pan- 
American congress, the McKinley tariff and reciprocitj'. The tenth 
census (62,622,250). Center of population. Bering Sea arbitration. 
World's Columbian Exposition. Cleveland's second term. Repeal of the 
Sherman Act of 1890. Revolution in Hawaii. Wilson tariff. Financial 
stringency. Issuing bonds. Campaign of 1896. Election of McKinley. 
The Spanish- American War. Return of Prosperity. 

Suniinary. — 1. Progress of the Southern states. 2. Passage of im- 
portant laws. 3. Tariff discussions. 4. Triumph of arbitration. 5. 
Financial distress. 6. The " Gold Standard." 7. Prosperity. 
Review. 
Examiuation. 

NOTES ON SEVENTH MONTH's WORK. 

The life of a great man. such as Washington, Liucohi. or Gar- 
field, is a fit study at any time for American boys and girls. Do 
not miss this opportunity to have your pupils think over with you 
the life of this illustrious man. Born and reared amidst the hard 
conditions of western frontier life, deprived of the example of father, 
held by the obligations of duty to minister to the necessities of his 
mother's household, he steadily kept in view the great purpose of his 
life, the securing of a liberal education. Nothing will so impress 
your pupils with the belief that they can accomplish whatever is 
worthy of them, as the study of the gradual though certain rise of 
Garfield to the highest position in the estimation of his countrymen. 
The careful following of him from the day of the unfortunate inci- 
dent in the depot to the day of his death by the sea, is worth more 
to shape the lives of your pupils than the recital of hundreds of 
historical facts to be found in our histories. Keep in mind thai it 
is laiyjelij irhat your jnipils feel and purpose, not ivhat they know, 
that will determine their future lives. 

Garfield was inaugurated March 4, ISSl. The newly inaugu- 
rated president was immediately besieged by a hungry horde of 
office seekers. As a matter of course many were disappointed. Out 
of these disappointments came the death of Garfield. As the Consti- 
tution provides, the vice president assumed the duties of the presi- 
dency. 

In order to prevent if possible another calamity's befalling the 
American people the Civil Service law was enacted. This provides 



EIGHTH YEAR— SEVENTH MONTH. 119 

for the admission into a vast number of offices by competitive exami- 
nations. In other words, any one may take the examination and if 
found qualified for an office will be put on the eligible list and will 
receive his appointment in the order of his entry upon the civil list. 

Show pupils that Civil Service differs from military service, or 
naval service, or domestic service. It is that kind of work in which 
one is engaged while carrying out the laws of the civil government. 
This Civil Service law was passed while Arthur was president. 

The New Orleans Exposition is sometimes called the Cotton 
Exposition. It was to celebrate the wonderful progress in this King 
of the commercial world. 

The Yorktown celebration was the anniversary of the surrender 
of Cornwallis in 1781. It was principally a naval display. 

The topic, the New South, is intended to call attention to the 
changed conditions in the southern states since the days of slavery. 
Free labor is doing for this section what slave labor could never 
accomplish. Manufacturing establishments are springing up, 
schools are opening, and the great truth, "Labor dignifies," is com- 
ing to be generally believed. 

Cleveland is the first Democratic president since Buchanan. 
During his term the Presidential Succession law was passed. This 
provides that in case of the death of both president and vice presi- 
dent the line of succession shall run through the presidents cabinet 
as follows: State, Treasury, War, Navy, Post Office, Interior, 
Attorney General, Agriculture. 

The Electoral Count Act is a law which seeks to prevent the 
recurrence of the troubles that were settled by the Electoral Com- 
mission. 

The Constitution gives congress power to regulate the com- 
merce between the states. This law regulates the rates of traffic 
and of passengers on roads going from one state into another. 

During Mr. Cleveland's first term there was much discontent 
among the laboring classes. Labor organizations multiplied and 
serious riots and strikes occurred. In Chicago the Anarchists grew 
bold. They assembled May 4, 1886, on what is called Haymarket 
Square and when the police tried to disperse them dynamite bombs 
were thrown among the police and several people were killed. The 
leading Anarchists were tried, convicted, and executed. 

In 1886 also the statue of "Liberty Enlightening the World," 
a gift from .the people of France to the United States, was erected 
in New York harbor. The statue is 150 feet high — the entire 
structure being 300 feet above the water's level. See if the pupils 
understand why the French should give the United States a gift of 
this kind. 



120 



EIGHTH YEAR— SEVENTH MONTH. 



Harrison M-as inaugurated March 4-, Iss'.l. On April 80 fol- 
lowing, there was celebrated in New York the one hundredth anni- 
versary of the organization of the government under the constitution 
Washington having l)een inaugurated April 80. 178U. 

The Pan American Congress which met in Washington in the 
fall of "SU. was the result of the efforts 
of James G. Blaine, secretary of state 
during Harrison's administration. 
The word Pan means all. so the con- 
gress was made up of the repre- 
sentatives of all the Americas. Rep- 
resentatives were present from the 
repulilics of South America. Central 
America, Mexico, and the United 
States. They discussed the commer- 
cial or trade relations of these several 
republics. The visitors were invited 
to visit all the large cities and the 
great manufacturing centers of the 
United States. 

About the same time the McKin- 
ley law was })assed. This is called 
the McKinley law because Congress- 
man McKiidey was chairman of the 
committee which framed the measure. 
It imposed a v^ery high ])r()tectivo 
taritf on many articles imported from 
foreign countries. It also contained 
a provision called the reciprocity 
clause. This provided for the admis- 
sion of goods duty free from certain 
countries bearing certain trade rela- 
tions to us. 

Explain what it means to take 
the census. The accompanying map 
shows the westward movement of the 
center of population. The center of 
population is found by determining 
a point from which if lines (radii) 
be drawn to the various points of the outer limits of the country 
the lines will all include (pass through) the same number of people. 

When we bought Alaska of Russia in 1X07 it was not definitely 
understood just what our jurisdiction was. But acting on the sup- 
position that we controlled the Bering Sea, our government cap- 




EIGHTH YEAR-SEVENTH MONTH. 121 

tured the vessels engaged in catching seal in these waters. The 
slaughter of seal was so extensive that it was thought that the seal 
would be exterminated. In 1891 England and the United States 
agreed to arbitrate our claims to the sealing waters. A commission 
of seven gentlemen heard the case and while deciding against the 
United States in some points yet bound England and the United 
States to preserve the seal industry. This was all the United States 
was really anxious about. 

The World's Columbian Exposition is so well known of by 
teacher and pupil that little need be said about it. It celebrated 
the four hundredth anniversary of the discovery of America. Every 
civilized nation on the face of the earth was represented. The total 
cost was about $31,000,000. It was visited by more than 20.000,000 
of people. 

By reference to the article for the preceding month you will 
remember that the Bland Act provided for the coinage of silver at 
the rate of $2,000,000 to 14,000,000 per month. InlSOO what was 
called the Sherman Act was passed, which provided for the pur- 
chase by the secretary of the treasury of 4,500,000 ounces of silver 
bullion monthly and issue in payment therefor '"notes" redeemable 
in coin. The government redeemed these "notes"' with gold. This 
redemption drew heavily upon the gold in the treasury and necessi- 
tated borrowing gold by the sale of bonds to meet this and other 
drains upon the gold reserve. In 1SU3 President Cleveland called 
congress together to repeal this purchasing clause. This was done, 
and since that time silver as an article of merchandise has steadily 
declined. 

In the winter of "03 and 'Dl the congress, being Democratic, 
repealed, the McKinley tarilf law and substituted therefor what is 
known as the Wilson-Gorman tariff law. This greatly reduced the 
duties on many articles. 

The repeal of the Sherman Act did not seem to lessen the de- 
mand upon the treasury for gold. More bonds were issued to re- 
plenish the treasury. 

The presidential campaign of 1896 gave an opportunity to dis- 
cuss thoroughly the cause of hard times. The Democratic party 
insisted that the opening of the mints to the free and unlimited 
coinage of silver would restore prosperity. The Eepublican party 
said that a protective tariff was the cure all. The Re})ublican party 
was however pledged to the maintenance of the "gold standard." 
The Republicans were victorious and a protective tariff called the 
Dingley Bill has become a law. 

There had been for many years a dispute between Venezuela 
and Great Britain relative to the boundary line of British Guiana. 



122 EIGHTH YEAR— SEVENTH MONTH. 

President Cleveland took a decided stand in favor of applying the 
"Monroe Doctrine' to the case — that is, virtually settling the dis- 
pute ourselves. Great Britain was greatly excited over the matter, 
but the affair has been given over to arbitration. 

The chief items of interest in the last year have been the Re- 
turn of Prosperity and the Spanish-American War. The war is so 
fresh in our minds and we have been so thoroughly absorbed in it 
the past year that comment is perhaps not necessary. 

The Return of Pros[)erity is a matter that is attracting the 
attention of our people and even the people of other nations. In 
1875 when the Resumption Act was passed, to take effect in 1879, 
it was provided that the secretary of the treasury might borrow 
$1()().0()(),0M0 in gold with which to redeem greenbacks. At this 
time there were about 335( ),()()(),( KM) in greenbacks in circulation. 
Since a greenback may be exchanged at any time for gold, it natu- 
rally follows that a man prefers the greenback, so little demand was 
made upon the treasury to redeem greenbacks. But if a wholesale 
merchant is going to buy goods in England he must send the gold, 
so he exchanges his greenbacks for gold. This privilege of ex- 
change drew so heavily on the reserve of $100,000,0(10 in gold that 
the reserve dropped very low and great excitement prevailed for fear 
the government would not be able to keep greenbacks at par. So 
during Cleveland's second term S2t)2,OOO,O0(» in gold was borrowed 
to keep up the reserve to the one hundred million mark. At the 
present time there is in the treasury §1-1:0,000,000 in gold, while 
the experts say the amount in the treasury together with that in 
general circulation is very close to one billion dollars. 

REVIEW AND QUESTIONS FOR THE MONTH's WORK. 

1. What advantages and what disadvantages in the Civil Ser- 
vice Reform? 

2. What ijood comes from World's Fairs? 

3. Show that there is really a New South. 

4. Explain the Presidential Succession law. 

5. Give all you can of the Centennial of Washington's Inaugu- 
ration. 

6. Explain fully what is meant by Reciprocity. 

7. What good came from the Pan-American Congress? 

8. Give a sketch of the Bering Sea trouble. 

9. What was the purpose of the Sherman Act? What was the 
purpose of its repeal? 

10. Compare the Wilson Bill with the McKinley Bill; also with 
the Dinjjlev Act. 



I 



EIGHTH YEAR-EIGHTH MONTH. 123 



EIGHTH MONTH. 

Topical Review.— 1. Discuss the condition of Europe at the time 
America was discovered. ^ 

2. Study the geographical relation of Europe to America. 

3. Give various motives of people for coming- to America. 

4. Name thirteen original colonies with places and dates of settlement. 

5. Give causes of progress, or lack of progress, in the several colonies. 

6. Sketch rapidly the inter-colonial wars. 

7. Describe with some care the three forms of colonial government in 
the new world. 

8. Enumerate the grounds of complaint the colonies had against the 
mother country. 

9. Show the material growth of the thirteen colonies up to the Revo- 
lution. 

10. How may we account for the presence in the new world of so many 
eminent statesmen in 1776-1789? 

11. Enumerate and discuss briefly the acts of these eminent men. 

12. Describe briefly the conduct and movement of Washington and 
his army during the Revolutionary War. 

13. Show the value to the cause of freedom of the labors of Franklin, 
Morris, Paine, Lafayette, Pitt. 

14. Sketch briefly the contents of the Declaration of Independence. 

15. Give a brief outline of the Articles of Confederation. 

16. Tell all you know of the covention that framed the Constitution. 

17. Name and explain briefly our "free institutions." 

18. What is meant by our diplomatic relations with other nations? 

19. Give briefly the great problems before the United States in Wash- 
ington's administration. 

20. Tell all you can of the Louisiana Purchase and its advantages. 

21. Could the second war with England have been averted? If yes, 
how? 

22. State as fully as you can the Monroe Doctrine. 

23. Give full history of the Missouri Compromise. 

24. What do you understand by the doctrine of States' Rights? 

25. On what ground was the war with Mexico justifiable? 

26. Give a history of slavery in the United States. 

27. Tell all you can of the Emancipation Proclamation. 

28. Discuss the attitude of the United States toward the Indians since 
1789. 

29. Explain fully the purpose of the last three amendments to the 
Constitution. 

30. Make a map showing the growth of the United States in territory 
with cost of each acquisition. 

31. Discuss at some length any great state paper not referred to in 
the preceding topics. 

32. Name and describe briefly the great inventions produced by 
American genius. 

33. What have been some of the great calamities which have befallen 
the people of the United States? 

REVIEW OF THE TWO YEARS' WORK. 

This month's work is a general review of the two years' work. 
It is not expected that pupils and teachers will be able to give these 
review topics exhaustive treatment. But it will be of great value to 



124 EIGHTH YEAR— EIGHTH MONTH. 

both if at the end of the year you can take such a review as is indi- 
cated, and by working together tix certain facts in mind, and what 
is better, be able to draw conclusions which shall stand as a })art of 
your own intellectual and moral self. Mere facts of history in 
themselves are of little worth. The value of the study is in the 
increased power to grasp relations, to draw conclusions, and the dis- 
position to profit from a study of the onward and upward struggle 
of the race. 

It is not my purpose to enlarge on the several topics in the 
review, but to suggest a few lines of thought the teacher may follow 
out, and to suggest the things that seem to me should receive 
emphasis. 

1. The first topic suggests an effort to get a firm footing in the 
old world before we leap to the new. Few of the ordinary text- 
books in history will be of much service. 

(a) There were two general routes of trade between Western 
Europe and the east. One was up the Mediterranean, through the 
straits by Constantinople, into the Black Sea, and thence by caravan 
across Persia to the ports of the Persian Gulf, or still farther east 
to the trade centers of Western India and adjacent territory. (&) 
The other was up the Mediterranean to the mouth of the Nile, up 
the Nile and by portage across to the Red Sea, out of the Red Sea 
into the Indian Ocean to the ports of Western India and the spice 
islands to the south. 

Either route was long and tedious. In 1-1:53 the Turks cap- 
tured Constantinople and the route by the Black Sea was virtually 
closed. This route was taken mainly by Genoese sailors. The 
Venetians usually took the Nile route. The Genoese must therefore 
seek some other route. At this time Portugal was trying to reach 
the Indies by circumnavigating Africa. This was accomplished 
virtually in 1487. But this necessitated carrying goods from Medi- 
terranean ports to India ports, or vice versa, about 12.000 miles: 
And the prol)leni of easy communication was yet unsolved. Colum- 
bus, who was from Genoa, had married into a Portuguese family, 
bis father-in-law was a sailor of some experience, as was also C^olum- 
bus, and Columbus proposes to reach India and the spice islands by 
water, by sailing westward. 

(c) Accurate geographical knowledge was not very extensive. 
Northern Africa, nearly all of Europe except the northeastern part, 
and all the southwestern part of Asia were quite definitely fixed 
geographically. 

[d ) The Crusades were a series of campaigns ])y the Catholics 
of Western and Southern Europe against the Mohammedans, who 
occupied Palestine. There were many far-reaching results flowing 



EIGHTH YEAR— EIGHTH MONTH. 125 

from these expeditions. These occupants of the Holy Land pos- 
sessed many arts which the Europeans brought west with them; the 
cities and commercial activities of the east inspired many of the 
crusaders along the various lines of commerce and manufacture. 

( e) Marco Polo was a Venetian traveler who spent seventeen 
years in the kingdom of the Kahn of Tartary. He learned the lan- 
guages of the surrounding countries. He returned to Venice in 
1295. Shortly after this he was taken prisoner by the Genoese and 
was confined several years. While in prison he wrote a full account 
of his travels. The printing press coming into use shortly afterward, 
the book was printed and was read with much interest by the people 
of Columl)us's time. 

(/) The Northmen were the people of Norway and adjacent 
countries. They were bold and hardy, used to buffeting the storms 
of the northeast Atlantic. They were adventurers. They sailed 
up and down the coast from Portugal to Norway, plundering and 
bvirning the coast and near inland towns. It is pretty generally 
believed that in their adventures they visited Greenland and the east- 
ern coast of the United States, perhaps as early as the tenth century. 

The Reformation was a breaking away from the practices and 
customs of the Catholic church. Martin Luther was the recognized 
leader. Men became independent and maintained that every man 
had the right to think for himself. This doctrine was contagious, 
and soon there was great mental activity all over Western Europe. 
This movement towards freedom was greatly encouraged by the 
invention of the printing press. Books became plentiful, people 
began to hear of other people and other lands, and there was a 
general disposition to travel. 

There was also in Southern Europe what was called a revival of 
learning, The art, literature, and sculpture of the preceding ages 
were studied and much interest awakened along these lines. 

From the fall of Rome to the discovery of America by Colum- 
bus is called the Dark Ages, and when we notice the wonderful 
awakening noticed in the preceding paragraphs it is not strange that 
so wonderful an event as the discovery of a new world should have 
occurred. 

2. Notice that Western Europe — Greece, Italy, Spain, Holland, 
England, etc. — are all situated for maritime enterprise. Notice that 
North and South America slope to the east, and that both continents 
present means of easy access to the interior of the continent. 

Then again the north equatorial ocean current flows west and 
the return northeast. Then the movement of the waves of popula- 
tion is westward. Did not all these things work together to bring 
about the wonderful result? 



126 EIGHTH YEAR— EIGHTH MONTH. 

3. Love of adventure. Religious and political [)ersecutions in 
Western Europe. A desire to reap the harvest of material wealth 
said to be in the new world. A real desire to make new homes. 
Then the question comes, did God have a hand in all this matter? 

4. Few teachers can name the thirteen original states geograph- 
ically. It is very essential that we know some things definitely. 
Perhaps the dates are not so important. 

5. The history of the thirteen colonies and that of the century 
following their settlement centers around certain colonies. Certain 
ones have little general history. Seek out the cause. 

6. The wars and their causes and the part the colonies took, 
together with dates, should be reviewed and fixed. 

7. The three forms were charter, proprietary, and royal. Ex- 
plain the workings of each. 

8. Read the Declaration of Independence if you wish to know 
with what the mother country stands charged. 

'*. Get the growth in population. Show that cities have sprung 
up. roads opened, some manufacturing begun, schools founded, 
church houses built, and commercial interest awakened. 

10. What evidences have we that there were great men in Amer- 
ica? Read, if you have the opportunity, the speeches that were 
made in the colonial legislatures, and especially the petitions and 
addresses of the assemblies met for the purpose of guarding their 
rights as British subjects. Where did these great, strong men come 
from ? 

11. The teacher will profit to work out this topic without any 
help. 

12. Keep in mind that what are called campaigns in war, as well 
as in j)olitics, mean that there are certain definite ends in view, and 
to reach those ends certain means must be employed. Washington 
and his army represent the means and end of the |)atriot war. Nearly 
all other warfare in the revolution was irregular and local. It is 
therefore well to study with care Washington's movements. 

13. If possible get short biographical sketches of these and 
other prominent men and dwell upon their services to the cause of 
American inde})endence. 

14. Show the pupils that the Declaration has an introduction, 
the first paragra})h. Then comes the enumeration of the principles 
upon which government should be founded. The ])urpose of gov- 
ernment. Upon what grounds governments may be changed. A 
general charge against England of violation of the fundamental 
relation that of right ought to exist between the mother country and 
her colonies. To prove this general charge eighteen specific charges 
of tyranny and usurpation are enumerated. Then follows a state- 



EIGHTH YEAR— EIGHTH ISIONTH. 127 

ment of fact as to the effort the colonies made to prevent a continu- 
ance of these conditions. And lastly the appeal to Heaven for the 
rectitude of their intentions and the declaration s[)eeitically stated; 
then the pledge for its maintenance, of "our lives, our fortunes, and 
our sacred honor." 

15. The Articles of Confederation are not found in all text-books. 
The teacher may need to give the principal characteristics and allow 
the pupils to copy and compare with the Constitution. 

16. If the teacher can get a copy of some text on civil govern- 
ment he will likely find a sketch of the convention. This should be 
read by the pupils and some of the main facts fixed in mind. 

17. You will perhaps not be able to find a list of our free insti- 
tutions in any one place. Read and study the first eight amend- 
ments to the Constitution. Perhaps you may find some of our free 
institutions guaranteed elsewhere. 

18. Explain to the children that we send a representative of this 
government to every civilized government upon the face of the earth. 
There is also to be found in the United States a representative of 
each civilized country. These representatives look after the interest 
of their countries and the relations that are sustained are the result 
of the work of these ministers or ambassadors. This is called 
diplomacy. Tell the pupils who represent us in the principal 
European nations. 

19. See Washington's administration in any good school text. 

20. See Jefferson's administration. 

21. In order to decide this question you will have to follow up 
the history of our relations with England since the close of the rev- 
olution. 

22. This is found in any good text. 

23-26. These questions inclusive may be discussed by reference 
to any school history. 

27. If possible the text of the Emancipation should be read and 
discussed in class. Lead [)upils to see that this proclamation was 
afterwards strengthened by the thirteenth amendment to the Con- 
stitution. Discuss the moral issues if your pupils are old enough 
to w^ork with you. 

28. This is an old question of debate in the country lyceum. so 
there ought to be no hesitation in the discussion in the day school. 

29. The thirteenth amendment provided for the freedom of the 
negro slaves. The fourteenth made them citizens of the several 
states. But it must be kept in mind that each state determines the 
qualifications of its own electors, and to prevent unjust discrimina- 



128 EIGHTH YEAR— EIGHTH MONTH. 

tion against the freedmen the fifteenth amendment provided that no 
state shall restrict the right to vote because of "race, color, or pre- 
vious condition of servitude." 

30. This should be made at least a foot or fifteen inches from , 
left to right and the width in proportion. Let the several acquired 
tracts be put in different colors. 

31-33. These topics may be disposed of without any special 
suggestions. 



INDEX. 



Alaska 116 

Alabama Claims 116 

America, Naming of 15 

Amendments to Constitution 115 

Anne's War, Queen 68 

Andres, Sir Edmund 42, 48 

Articlesof Confederation .82,83, 85, 86 

Army of Occupation 103 

Asliburton Treaty 100 

Atlantic Slope 65, 66 

Baltimore, Lord 48 

Baltimore, City of 50 

Bacon's Rebellion 30 

Bank, U. S., First 88 

Bank, U. S., Second 95, 99 

Banks, Pet 100 

Banks, National 115 

Berkeley's Rule 30 

Blockade 110 

Bland Law 116 

Body of Liberties 40 

Braddock's Campaign 70 

Burke's Speech 79 

Burgesses, House of 29 

Cavaliers 35 

Calhoun on the Tariff 95 

Cabots 14, 21 

Cartier, James 20 

Calvert 48 

Catholics in Maryland 49 

Caste in the Carolinas 58 

Cabinet, Washington's 8>S 

California Admitted 104 

Centennial Exposition 116 

Christianity, Spread of 24 

Charter for Connecticut 48 

Charter for Rhode Island 52 

Charter Oak 48 

Charles II 57 

Charter for Carolinas..., 58 



Charter for Massachusetts 42 

Civil vService 118 

Clayborne's Rebellion 50 

Clinton, UeWitt 98 

Claims to Territory 66 

Cleveland's Term 119 

Cortez Conquers Mexico 18 

Committee to Draft Declaration.. 81 

Congress, Second Continental 81 

Commissioners to Paris 83 

Committee, The Grand 85 

Compromises in Constitutional 

Convention 86 

Congress , The first under Articles 86 

Confederacy, New England 40 

Consolidation of Governments... 12 

Columbus 13, 17 

Coronado's Expedition 19 

Constantinople 11 

Court, The General, of Massachu- 
setts 42 

Connecticut, Settlement of 45 

Congress, The Albany 70 

Colonies, Condition of, in 1763 72 

Committee of Correspondence... 79 

Congress, First Continental 79 

Concord, Battle of 80 

Congress, Second Continental 80 

Compact, Mayflower 35 

Commissioners of 1664 42 

Columbia River Discovered 102 

Compromise of 1854 105 

Compromise, Crittenden 108 

Confederate (Tovernment 110 

Confederate Defenses 110 

Cotton Exposition 119 

Columbian Exposition 121 

Crusades 11 

Cromwell 57 

Cuba, Products of 18 

Cuba, Discovery of 17 



130 



INDEX. 



Davenport, Rev. John 47 

Delaware, Settlement of 52 

Debt, England's 72, 78 

Declaration of Riglit.s 78 

DeSoto 19 

Declaration of Rights in ]\Iassa- 

chusetts .. 42 

Debate, Lincoln and Donglas 106 

Declaration of Independence. ...81, 126 

Debt in 1865 114 

Declarations by States 81 

Delegates to Congress 82 

Debts of States 82 

Debts, Colonial, in 1763 72 

DeVaca 19 

DeLeon 19 

Debts of United States in 1789 87 

Debts of United States in 1816 95 

Divine Right of Kings 56 

Dissenters 57 

Dickinson, John 85 

Donglas, Stephen A 105 

Drake, Sir PYancis 21, 22 

Dred Scott 105 

Dutch in New England 45 

Dutch in New York 31 

Duke's Law in New York 32 

Eighth INIonth— Eighth Year 123 

Eighth INIonth— Seventh Year 74 

Eliot, Rev. John 39 

Electoral Commission 1 16 

ICmbargo Act 92 

Ivmancipation 112 

Knil)assadors 127 

lindicott, John 37 

Evangeline 70 

h'irst Month — Seventh Year 9 

I'iftli Month— Seventh Year 45 

Ffty-four Forty or Fight 102 

F-inances Ill 

Fire in Chicago 116 

First Month— Eighth Year 85 

Fifth Month— Eighth Year 108 

Fourth Month— Seventh Year 34 

l"'orms of Colonial (rovernment 

in 1763 72 

Fourth Month— Eighth Year 102 



Frobi.sher 21 

French in New York 31 

French in Canada 62 

French and Indian War 69 

Gage's Proclamation 79 

Garfield, James A 118 

Geography, Influence of, on His- 
tory- 22, 23 

Geography, Relation of, to His- 
tory 25 

Georgia Settled 61 

George's, King, War 68 

Gilbert, Sir Humphrey 21 

Governments, Consolidation of... 12 

Government of Massachusetts 38 

Government in Massachusetts 

and Virginia Compared 38 

Government in the Carolinas 58 

Government in New Jersey 59 

Gold Standard 121 

Gold Reserve 122 

Grand Model 58 

Great Law, the 60 

Harvard College 39 

Hayes, R. B 115, 117 

Hamilton's Plan 87, 88 

Hessians 81 

Hennepin 62 

Henry, Patrick 77 

History, What is 6, 22, 26 

History, Teaching 9 

Hooker, Rev. Thomas 46, 47 

Hopkins, Stephen 52 

Huguenots 20 

LIudson, Henry 31 

Hutchinson, Anne 39, 51 

Illinois vSettled by l-'rench 62, 63 

Immigration to Connecticut 45 

Institutions 10 

Independence, Causes of 81 

Income in 1789 87 

Inauguration of Lincoln 109 

Iro(|Uois, The 62 

Jamestown 27 

Japan Ports Opened .'...104 



INDEX. 



131 



Jackson Elected 96 

Jerseys, The 60 

Jesuits 68 

Joliet 62 

Lafayette's Visit to the United 

States 96 

La Salle 62 

La Rabida, Convent of 13 

Lexington, Battte of 80 

Lee's Surrender 113 

Lee, Richard Henry 81 

Lewis and Clark 89 

Lincoln, Abraham 106 

Lost Colony 22 

Locke, John 58 

Louisburg Taken 68 

Louisiana, Purchase of 89 

Manufacturing, I^aws of 76 

Mason, Capt. John 46 

Maryland, Settlement of 48 

Marquette, Father 62 

Mason and Dixon's Line 50 

Maryland, Boandary of 49 

Manendez 21 

Massachusetts' Grant 37 

Mason Settles New Hampshire.... 42 

Massachusetts Bay Colony 36 

Massacre, First in Virginia 30 

Mason and Slidell Ill 

McClellan, Gen Ill 

McKinley Law 120 

Mexico, Discovery of 18 

Mississippi Explored 62 

Ministers to Foreign Courts 88 

Missouri Compromise 96 

Mississippi, Opening of HI 

Narvaez's Expedition 19 

Navigation Acts 30, 75 

National Road 95 

New York, Capture of 32 

New Hampshire Settled 42 

New Jersey Settled 59 

New Orleans Founded 63 

New Haven Founded 47 

Northwest Passage 21 

Non-Intercourse 92 

Northmen 125 



Ocean, Pacific 19 

Oglethorpe 61 

Ohio Company, The 69 

Omnibus Bill 104 

O'Reilly, John Boyle 39 

Orders, Fundamental 47 

Ordinance of 1787 83 

Oregon Country 102 

Otis, James 77 

Patroon System 31 

Palatinate of Maryland 49 

Parsons Case, The 77 

Paine, Thomas 81 

Pan-American Congress 120 

Petitions 81 

Pequot War 46 

Penn, William 53 

Pennsylvania Settled 60 

Perry, Commodore, in Japan... 104 

Philadelphia 60 

Pilgrims 35 

Plan of the Book 3 

Plymouth Company 34 

Polo, Marco II 

Pope's Division of the World 14 

Portugal's Discoveries 14 

Popham's Colony 34 

Port Royal Captured 68 

Ports Closed 110 

Population, Center of 120 

Problems in 1789 87 

Presidential Succession Law 119 

Prosperity 122 

Providence Plantations 52 

Puritan 34 

Quakers 40 

Raleigh, Sir Walter 21 

Railroads 98 

Railroad, Pacific 116 

Regicides 42 

Representative Government in 

Virginia 30 

Representative Government in 

Massachusetts 36 

Repressive Measures 79 

Representation in Parliament 78 



132 



INDEX. 



Resumption IKi 

Review, The Grand 114 

Reconstniclion 114, 115 

Review, General 123 

Reformation 11, 21 

Revolution of 16SS 42 

Revival of Learning 12 

Revolution, The 74 

Revohition, Causes of 75 

Rhode Island Admitted 00 

Rhode Island 51 

Ri.c:ht of Petition 100 

Ribault 20 

Routes of Travel 10 

Rotundity of the Earth 12 

Royalists in Virg'inia 30 

Roundheads 35 

Salamanca 13 

Schools in New England 39 

Secession— Eighth Year 108 

Second Month— Seventh Year 17 

Second Month— Eighth Year 92 

Seventh Month— Eighth Year 118 

Seventh Month— Seventh Year . . 65 

Separatists 34 

vSherman Act Repealed 121 

Shaftesbury, Lord 5S 

Sixth Month— Seventh Year 55 

Sixth Month-Eighth Year 113 

Slavery, Negro 30 

Slavery, White 30 

Smith, John 28 

vSmuggling 76 

Starving Time 28 

Standish, Miles 36 

Stuarts, The 56 

Stamp Act and Congress 78 

St. Augustine 21 



Swedes Settle Delaware 52 

Tariff in 1816 95 

Tariff in 1824 96 

Tariff of Abominations 99 

Texas Admitted 101 

Third Month— vSeventh Year 25 

Third Month— Eighth Year 98 

Tobacco .30 

Town Meeting 36 

Towns, New England 40 

Townshend Acts 78 

Treaty of Paris, 1763 71 

Treaty of Paris, 1783 82 

Uncle Tom's Cabin 104 

Verrazano 20 

Venezuela 121 

Virginia 21, 27, 30 

War of 1812 92 

War with Mexico 103 

Watertown Uprising 38 

Washington 69 

Webster on the Tariff 95 

Webster, Daniel 43 

Wesleys, The 61 

Whitefield 61 

Wheelwright, Rev 43 

Wilmot Proviso 103 

Wilson-Ciorman Law 121 

Winthrop, John 38 

Williams, Roger 39, 51 

Witchcraft 41 

William's War, King 67 

Women, Eirst, in Virginia 28 

Wolfe, Death of 71 

Writs of Assistance 77 

X. Y. Z. Correspondence 88 



H 291 79 J 



NOTES. 133 



134 NOTES. 



NOTES. 135 



SEP . 7 1899 

NOTES. 

136 



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